Dr Nisha Thapliyal
Senior Lecturer
School of Education (Education)
- Email:nisha.thapliyal@newcastle.edu.au
- Phone:(02) 49215648
Questioning education
Dr Nisha Thapliyal believes that students, parents and communities should have the power to participate in education reform and redress inequalities in educational opportunity and quality.
Coming to Comparative and International Education from a background in social work and psychology, Nisha’s work examines and questions pedagogy, curriculum, and education policy using a theoretical framework informed by critical, antiracist, feminist, and queer theories of education.
“I am interested in questioning some of our fundamental beliefs: that formal education is always beneficial, that formal education is always empowering, that schooling in and of itself is democratic because it has to do with sharing knowledge,” Nisha states.
“In reality, history tells us that educational systems and processes are not always equitable.”
“It is apparent that there are particular kinds of knowledge and particular kinds of students that we value within modern mass education systems.”
Nisha has a specific interest in how community-based activism and social movements can contribute to strengthening public education systems and the democratisation of education policy making. She documents and analyses collective struggles for public education through the frames of human rights, social justice, peace and sustainable development.
A lecturer working with all levels of pre-service and post grad educators at the UON, Nisha is also Director International, for the School of Education and Coordinator of Staff and Students Talking About Research (SSTAR).
LEARNING TO QUESTION
It was during her childhood in India, that Nisha first became aware of inequity.
“I lived on the second floor in an apartment building and I saw a whole family grow up on the pavement opposite me,” Nisha recounts.
“I always had questions about why some people have to work so hard just to get by.”
Nisha completed both an MA (Social Work) and BA (Psychology) in India, with research focused on the discrimination and challenges negotiated by institutionalised children.
She soon felt that both psychology and social work were limited to offering too little too late, and looked instead for ways to begin to address systemic disadvantage and exclusion.
Examining more closely the experiences of ‘invisible’ children, including those with physical and cognitive disabilities, orphans, street children, those in the juvenile justice system, or isolated by geography, Nisha found a common underlying theme – a lack of access to equitable and culturally responsive education.
“These children are great survivors and I learned a lot from them,” Nisha says.
“Essentially they made me question what it is we are trying to do in schools and universities, and whether it is working and for whom.”
LEARNING FROM SOCIAL MOVEMENTS
Moving to the United States for post-doctoral studies, Nisha began to investigate ways that education could be influenced from the ground up, to ensure more relevant and inclusive pedagogical practice. Nisha currently studies and works with education social movements in South Africa, India, and the United States.
Her PhD dissertation analysed the educational philosophy and critical pedagogies of the Movimento Sem Terra (MST) - the Landless Workers Movement of Brazil.
The four decades long struggle of 1.5 million Brazilian landless peasants who constitute the MST for the right to land, to education, and to sustainable development has provided hope and inspiration for grassroots social movements in South America and around the world.
The MST have critiqued mainstream education in Brazil which privileges urban and industrialised culture and excludes a diversity of rural and Indigenous perspectives and educational philosophies. They have successfully claimed the right to construct their own curriculum and pedagogy inspired by educational thinkers such as Paulo Freire and Anton Makarenko. What makes them unique in the world of alternative education is the fact that their schools and teacher training institutes are “public” institutions and funded by the government.
“Apart from making education more culturally relevant and more responsive, these rural communities have a heritage that's rich in culture, and rich in knowledge of the natural environment, and that knowledge isn't getting lost anymore,” Nisha imparts.
“This model isn’t perfect but it is inspiring as a means of community led change.”
IN THE CLASSROOM
Understanding the experience of inequality as being created by the intersection of multiple social factors, Nisha draws on feminist, queer and antiracist educational theory to question and challenge what is valued within the education system.
Although the first woman in her family to go to university in India, Nisha acknowledged enjoying relative privilege in her country of origin, due to her education in English. Moving to America to as a multi-ethnic woman of colour who spoke English as an additional language, Nisha had her own experiences of otherness.
“As a woman in the North American academy, a woman from postcolonial India in the West, that was not my world,” she says.
“It was in women's studies' spaces in the US that I found women like me who could bridge these worlds in a way that I could understand - that's what attracted me to intersectional feminism and gender studies.”
Queer theory is particularly effective in challenging the status quo in education, because it constantly questions notions of what is ‘normal’ and the way ‘things have always been done’ and the implications for equitable and just education.
“As an educator, and particularly as a teacher of teachers, it was from feminist and queer pedagogies that my classroom tool box emerged,” Nisha states.
KNOWING WHERE YOUR STUDENTS COME FROM
Nisha confesses that she has been fortunate to be surrounded by colleagues who really care about teaching, and teaching at institutions that really care about students.
The UON is renowned for training quality educators, ranked in the top 150 universities in the world for education and training. The School of Education is particularly committed to supporting students to overcome barriers to higher education, an endeavor that Nisha is excited to be part of.
Nisha is very aware of the barriers that some of her own students may be facing.
“I always start my class with a survey, so I can get to know my students and their realities before I throw 20 books at them,” she says.
The survey includes questions regarding all aspects of the pre-service teacher’s lives, from favourite food to work commitments.
“The really important questions are about how many hours they work and how many people they are responsible for caring for,” Nisha explains.
“To be a responsive educator, you can’t make any assumptions about what responsibilities people have outside of the classroom that may impact on their ability to perform. I hope my students remember this in their classrooms too,” she says.
For the same reason, Nisha is especially careful to challenge hyper romanticised ideas of rural and remote Australia, where many UON teacher education graduates may find themselves in the near future.
“School communities are not a blank canvas,” Nisha says.
“They are a rich resource with histories, roots, values, meaning, identity, visions, hopes and dreams and a great deal of knowledge to share.”
SEEING THE BIG PICTURE
So how does a global view of education seen through a critical, feminist, and queer lens translate into the practice when teaching UON education students how to teach?
Nisha teaches into all levels of competency in the School of Education, from exploring the philosophical and sociocultural foundations of education with first year pre-service teachers through to supervising Honours and PhD Theses focused on alternative conceptions of education and development.
Her courses are designed to help educators develop a social and historical context for their profession and enhance the ways in which they can contribute to a just society as teachers and global citizens.
Related links
Questioning education
Dr Nisha Thapliyal believes that students, parents and communities should have the power to participate in education reform and redress inequalities in educatio
Career Summary
Biography
I am a Senior Lecturer in the School of Education at the University of Newcastle. I come to the field of Comparative and International Education from a background in Social Work (MA) and Psychology (BA). My interest in critical and feminist pedagogies and education for social justice grew out of my work with institutionalised children in India including street children, orphans, and so-called juvenile delinquents etc.
Both my MA and BA research thesis focused on the discrimination and challenges negotiated by institutionalised children. More specifically children with physical and cognitive disabilities as well as children labelled as juvenile delinquents. The overwhelmingly negative encounters that these children had had with the educational system stood out in stark contradiction to my own. I set out to explore these extreme inequalities in educational opportunity and quality through the work of critical educators like Paulo Freire and bell hooks. I have been journeying with critical and feminist educators ever since.
The scope of my exploration today has expanded from pedagogy and curriculum to education policy analysis and advocacy. I am particularly interested in how community-based activists and social movements can contribute to strengthening public (as in free) education systems and the democratisation of education policy making. More broadly I am interested in questions related to gender and education, human rights education, antiracist education, peace education and critical media literacy.
Research Expertise
My scholarship is centered around social movements and the impact of globalisation on educational change. My theoretical framework is informed by critical, feminist, and queer theories of education. My PhD dissertation analysed the educational philosophy and critical pedagogies of the Movimento Sem Terra or the Landless Workers Movement in Brazil.
Since then I have studied the impact of grassroots and community-based activism on education policy with a focus on activist media in the following countries: South Africa, India, and the United States of America.
I am interested in supervising research projects related to my research and theoretical interests (stated above) as well as in the following areas: *education and participatory democracy *gender and sexuality studies * race, ethnicity and indigenous studies * media studies *childhood studies * literacy and adult education * peace education * diversity and social justice education
Teaching Expertise
I currently teach courses on:- EDUC 6260 Education and Development; EDUC6262 Peace Education; EDUC 6268 International Education Policy; and EDUC 4800: Global perspectives on education: Issues for Australian teachers. My previous teaching experience has included courses on:- Education Theory and Research Methods; Gender, Education and Development; and Social Movements in Education.
Administrative Expertise
Since 2016, I have served as a Deputy Chair on the University Human Research Ethics Committee (HREC) and Research Ethics Advisor for the School of Education.
Previous administrative positions include:
Director, International for the School of Education (SOE). This position supports a range of international research and teaching activities within the SOE including support for research and teaching collaborations and quality academic experiences for our international and domestic students. To learn more, please go to -- http://www.newcastle.edu.au/about-uon/governance-and-leadership/faculties-and-schools/faculty-of-education-and-arts/school-of-education/international-profile *
As Coordinator of Staff and Students Talking About Research (SSTAR), I coordinate and deliver research training and dissemination events for the School of Education research community. Weekly SSTAR events include a combination of research seminars, theory workshops and tutorials on student-nominated topics. The SoE also holds an SSTAR Conference once a semester where students and staff share and discuss their research projects in a collegial environment. Research and supervision resources are disseminated through the Blackboard SSTAR website.
Qualifications
- PhD (Education Policy), University of Maryland - USA
- Bachelor of Arts (Psychology), University of Madras
- Master of Arts (Social Work), Tata Institute of Social Sciences - Mumbai - India
Keywords
- Activist media
- Children's rights
- Comparative Education
- Critical Media Literacy
- Critical pedagogies
- Education Policy Analysis
- Gender and sexuality
- Global citizenship education
- Human rights
- Participatory democracy
- Peace Education
- Popular education
- Social movements
- Sustainable development
Languages
- Portuguese (Fluent)
- Hindi (Fluent)
Fields of Research
Code | Description | Percentage |
---|---|---|
390299 | Education policy, sociology and philosophy not elsewhere classified | 30 |
390401 | Comparative and cross-cultural education | 40 |
390406 | Gender, sexuality and education | 30 |
Professional Experience
UON Appointment
Title | Organisation / Department |
---|---|
Senior Lecturer | University of Newcastle School of Education Australia |
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/6/2007 - 1/12/2011 | Assistant Professor | Colgate University, New York Department of Educational Studies United States |
1/6/2006 - 1/5/2007 | Post-Doctoral Scholar | University of Maryland, College Park School of Education United States |
Teaching
Code | Course | Role | Duration |
---|---|---|---|
EDUC6262 |
Educating for Peace Faculty of Education and Arts, University of Newcastle |
Lecturer | 1/7/2013 - 18/9/2018 |
EDUC6260 |
Education and International Development: Global Perspectives Faculty of Education and Arts, University of Newcastle |
Course Coordinator | 25/2/2019 - 28/2/2023 |
EDUC6268 |
International Education Policy: Trends and Debates Faculty of Education and Arts, University of Newcastle |
Lecturer | 1/7/2013 - 31/12/2019 |
EDUC4800 |
Education in global perspective: Issues for Australian teachers Faculty of Education and Arts, University of Newcastle |
Lecturer | 1/7/2013 - 18/9/2018 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (5 outputs)
Year | Citation | Altmetrics | Link | |||||
---|---|---|---|---|---|---|---|---|
2022 |
Thapliyal N, '"Stones One Day, Flowers the Next": The Struggle for Itinerant Schools in the Landless Workers Movement (MST), Brazil', Navigating Precarity in Educational Contexts Reflection, Pedagogy, and Activism for Change, Taylor & Francis, London 191-207 (2022) [B1]
|
Nova | ||||||
2021 | Thapliyal N, '(No) right to protest?: Student activism at public universities in India in the Modi era', When Students Protest: Universities in the Global South, Rowman and Littlefield, Lanham, Maryland 89-108 (2021) [B1] | Nova | ||||||
2021 |
Thapliyal N, 'Between Hypervisible and Invisible: Modi, Marriage and Migrant Women in Australian Media', Asian Women, Identity and Migration: Experiences of Transnational Women of Indian Origin/Heritage, Routledge, Abingdon, UK 202-216 (2021) [B1]
|
Nova | ||||||
2016 |
Thapliyal N, 'Privatised rights, segregated childhoods: A critical analysis of neoliberal education policy in India', Politics, Citizenship and Rights, Springer-Verlag Singapore, Singapore 21-37 (2016) [B1]
|
Nova | ||||||
Show 2 more chapters |
Journal article (34 outputs)
Year | Citation | Altmetrics | Link | ||||||||
---|---|---|---|---|---|---|---|---|---|---|---|
2023 |
Thapliyal N, 'Unmasking transnational Hindutva: activist knowledge practices from the Indian diaspora', Globalization Societies and Education, (2023) [C1]
|
Nova | |||||||||
2023 | Thapliyal N, 'Duty, Discipline, and Dreams: Childhood and Time in Hindutva Nation', Journal of Childhood Studies, 48 44-58 (2023) [C1] | Nova | |||||||||
2023 |
Thapliyal N, Khorana S, Pal F, Ghosh D, 'Resisting Hindutva in the digital Indian diaspora: notes from Australia', ETHNIC AND RACIAL STUDIES, 46 1527-1550 (2023) [C1]
|
Nova | |||||||||
2022 | Thapliyal N, 'Economic Literacy Otherwise: A Critical Reflection on Educating for Earth-Centred, Caring Economies in a Migrant-Settler Colony', Policy & Practice : A Development Education Review, (2022) [C1] | Nova | |||||||||
2021 |
Dhuru S, Thapliyal N, 'Global Desi: Possibilities and Challenges for Global Citizenship in India', Globalisation, Societies and Education, (2021) [C1]
|
Nova | |||||||||
2020 | Thapliyal N, Maltiprakash L, 'Diluted and Depoliticised: News Media Representations of the Right to Education Act 2009', Social Scientist, 48 (2020) [C1] | Nova | |||||||||
2020 | Sirimane M, Thapliyal N, 'Migrant labourers, Covid-19 and working-class struggle in the time of pandemic: a report from Karnataka, India', Interface : a Journal for and about Social Movements, 12 164-181 (2020) [C1] | Nova | |||||||||
2019 |
Thapliyal N, ' Legitimate but Not Legal : Learning Power
in the Landless Workers Movement (MST),
Brazil', New Directions for Adult and Continuing Education, 164 10-22 (2019) [C1]
|
Nova | |||||||||
2019 |
Kodi I, Thapliyal N, ''I Love Being the Teacher with an Accent': A Counterstory from a Former Refugee from Sudan', Widening Participation and Lifelong Learning, 21 24-43 (2019) [C1]
|
Nova | |||||||||
2019 |
Thapliyal N, '#ThisisanEducationElection: The Changing Role of Media in Education Organizing', Educational Studies, 55 295-314 (2019) [C1]
|
Nova | |||||||||
2018 |
Burke R, Thapliyal N, Baker S, 'The weaponisation of language: English proficiency, citizenship and the politics of belonging in Australia', Journal of Critical Thought and Praxis, 7 84-102 (2018) [C1]
|
Nova | |||||||||
2018 |
Thapliyal N, 'We Shall Fight, We Shall Win: An Activist History of Mass Education in India', Education as Change, 22 1-27 (2018) [C1]
|
Nova | |||||||||
2018 |
Thapliyal N, Baker S, 'Research with former refugees: Moving towards an ethics in practice', Australian Universities Review, 60 49-56 (2018) [C1]
|
Nova | |||||||||
2018 | Thapliyal N, '#EducationResistance: Activist Media in Struggles for Public Education', Postcolonial Directions in Education, 7 109-121 (2018) [C1] | Nova | |||||||||
2018 | Thapliyal N, 'Resisting educational privatisation on screen: a critical analysis of two activist documentaries from India and the USA', Postcolonial Directions in Education, 7 148-173 (2018) [C1] | Nova | |||||||||
2018 |
Thapliyal N, '#Eduresistance: a critical analysis of the role of digital media in collective struggles for public education in the USA', Globalisation, Societies and Education, 16 49-65 (2018) [C1]
|
Nova | |||||||||
2018 |
Sellars M, Fakirmohammad R, Fischetti JC, Bui T, Niyozov S, Reynolds RM, et al., 'Conversations on Critical Thinking: Can Critical Thinking Find Its Way Forward as the Skill Set and Mindset of the Century?', Education Sciences, 8 1-29 (2018) [C1]
|
Nova | |||||||||
2016 | Thapliyal N, 'We shall fight, We shall win: Activist knowledge in Indian documentary film (AIFRTE)', Postcolonial Directions in Education, 5 265-275 (2016) [C1] | Nova | |||||||||
2015 |
Thapliyal N, ''Let's hear how students feel ...': Representations of schooling on news television in India', Global Studies of Childhood, 5 87-99 (2015) [C1]
|
Nova | |||||||||
2014 | Thapliyal N, 'The struggle for public education: Activist narratives from India', Postcolonial Directions in Education, 3 122-159 (2014) [C1] | Nova | |||||||||
2014 | Witcel E, Thapliyal N, 'A LITTLE BIT OF MY STORY IN THE LANDLESS STRUGGLE / Um pouquinho de minha historia de luta', Postcolonial Directions in Education, 3 57-62 (2014) [C3] | ||||||||||
2014 | Thapliyal N, 'Learning, knowledge and activism: Introduction to the special issue Conhecimento e ativismo', Postcolonial Directions in Education, 3 3-17 (2014) [C6] | ||||||||||
2014 | Tarlau R, Moraes ZM, Witcel E, Thapliyal N, 'Learning, and transformation: An overview of education within the landless workers' movement in Brazil. Uma introdução ao MST', Postcolonial Directions in Education, 3 18-41 (2014) [C1] | Nova | |||||||||
2013 |
Thapliyal N, Vally S, Spreen CA, '"Until We Get Up Again to Fight": Education Rights and Participation in South Africa', COMPARATIVE EDUCATION REVIEW, 57 212-231 (2013) [C1]
|
Nova | |||||||||
2013 |
Thapliyal N, 'Reframing the public in public education: The Landless Workers Movement (MST) and adult education in Brazil', Journal of Critical Education Policy Studies, 11 106-131 (2013) [C1]
|
Nova | |||||||||
2012 | Spreen CA, Vally S, Thapliyal N, 'The limits of post-apartheid education policy: Knowledge, power and community mobilization for education rights in South Africa', World Studies in Education, 13 51-65 (2012) [C1] | Nova | |||||||||
2012 |
Thapliyal N, 'Unacknowledged rights and unmet obligations: An analysis of the 2009 Indian right to aducation act', Asia Pacific Journal on Human Rights and the Law, 13 65-90 (2012) [C1]
|
Nova | |||||||||
2005 |
Klees SJ, Thapliyal N, 'Education denied: Costs and remedies', COMPARATIVE EDUCATION REVIEW, 49 292-294 (2005)
|
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Show 31 more journal articles |
Review (5 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2024 |
Thapliyal N, 'Book Review
Dutt-Ballerstadt R. & Bhattacharya K. (Eds.). ( 2021). Civility, Free Speech, and Academic Freedom in Higher Education: Faculty on the Margins. New York: Routledge. (2024)
|
||||
2020 | Thapliyal N, 'Occupying Schools, Occupying Land: How the Landless Workers Movement Transformed Brazilian Education (2020) | ||||
2016 |
Thapliyal N, 'Inhabiting 'Childhood': Children, Labour and Schooling in Postcolonial India. Book review (2016)
|
||||
Show 2 more reviews |
Conference (18 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2023 | Thapliyal N, 'Make Us Visible: Education as Milestone for South Asian Diaspora', Melbourne (2023) | ||
2022 | Thapliyal N, Kishore V, Solomon J, Chakraborty MN, 'Caste in the South Asian Australia Diaspora: A Round Table Discussion', Online (2022) | ||
2022 | Thapliyal N, ''We Shall Fight, We Shall Win : The Right to Education and Representations Of Class in Education Activist Media in India', Minnesota (2022) | ||
2014 | Thapliyal N, 'The struggle for public education: Activist narratives from India', http://www.aare.edu.au/publications-database.php/9353/the-struggle-for-public-education-activist-narratives-from-india, Brisbane (2014) [E3] | ||
2013 | Thapliyal N, 'Human capital is now politically fashionable: Can a rights-based education policy go wrong?', XV World Congress of Comparative Education Society, Buenos Aires, Argentina (2013) [E3] | ||
2012 | Thapliyal N, ''Flowers one day, violence the next': Representations of mobile schools of the Landless Workers Movement (MST)', The 40th Annual Conference of the Australian and New Zealand Comparative and International Education Society (ANZCIES), Christchurch, NZ (2012) [E3] | ||
Show 15 more conferences |
Media (5 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2023 | Thapliyal N, 'The complex history of colorism in India', (2023) | ||
2023 | Thapliyal N, 'India: Weaponisation of rape in ethnic violence in Manipur', (2023) | ||
2023 | Thapliyal N, 'Attacks on Muslims', (2023) | ||
Show 2 more medias |
Other (7 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2020 | Thapliyal N, 'Migrant Women Workers On The Road: Largely Invisible And Already Forgotten', Feminism in India (2020) | ||
2019 | Thapliyal N, 'War: What is it good for?', Munnade Mahile Pathrike (Women Lead) ( issue.5 pp.7-12). Bengaluru, Karnataka: Mahila Munnade (2019) | ||
2018 | Thapliyal N, 'Women's movements in global perspective', Mahila Munnade (Women Lead) ( issue.3 pp.18-21). Bengaluru, Karnataka: Mahila Munnade (2018) | ||
Show 4 more others |
Presentation (7 outputs)
Year | Citation | Altmetrics | Link |
---|---|---|---|
2019 | Thapliyal N, 'We shall fight, We shall win : An activist history of mass education in India', (2019) | ||
2018 | Thapliyal N, 'Learning and Teaching Feminist Solidarity', (2018) | ||
2018 | Thapliyal N, 'Resist, Occupy, Produce, Study!: Learning activism in the Movimento Sem Terra', (2018) | ||
Show 4 more presentations |
Report (2 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2022 | Thapliyal N, Kishore V, 'Caste Discrimination in Australia: Submission to Australian Human Rights Commission National Anti-Racism Framework', n/a (2022) | ||||
2019 |
Imig S, Fischetti J, Thapliyal N, Riley J, '2018 Professional Learning Partnership Coaching the Quality Learning Organisation', Warners Bay High School (2019)
|
Grants and Funding
Summary
Number of grants | 10 |
---|---|
Total funding | $72,471 |
Click on a grant title below to expand the full details for that specific grant.
Highlighted grants and funding
WOMEN IN RESEARCH FELLOWSHIP$30,000
Funding body: Women in Research, University of Newcastle
Funding body | Women in Research, University of Newcastle |
---|---|
Scheme | Women in Research Fellowship |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
No place for hate: Emergent peace pedagogies in Indian diaspora activism$5,000
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Scheme | 2021 Strategic Network and Pilot Project (SNaPP) Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20231 grants / $4,971
From Newcastle to Bengal: A Pilot Study on Community-Led Education about South Asian Australian Migrant Histories$4,971
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
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 |
20221 grants / $30,000
WOMEN IN RESEARCH FELLOWSHIP$30,000
Funding body: Women in Research, University of Newcastle
Funding body | Women in Research, University of Newcastle |
---|---|
Scheme | Women in Research Fellowship |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20211 grants / $5,000
No place for hate: Emergent peace pedagogies in Indian diaspora activism$5,000
Funding body: College of Human and Social Futures, University of Newcastle
Funding body | College of Human and Social Futures, University of Newcastle |
---|---|
Scheme | 2021 Strategic Network and Pilot Project (SNaPP) Scheme |
Role | Lead |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20191 grants / $5,000
Mahile Munade (Women Lead): Activist knowledge production in a grassroots women's movement in Karnataka, India$5,000
Funding body: Faculty of Education and Arts, University of Newcastle
Funding body | Faculty of Education and Arts, University of Newcastle |
---|---|
Scheme | Strategic Network and Pilot Project Grants Scheme |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $5,000
Learning on the way: Educational Journeys of former refugee women in Australia$5,000
Funding body: Zara's House Refugee Women and Children's Centre
Funding body | Zara's House Refugee Women and Children's Centre |
---|---|
Project Team | Doctor Nisha Thapliyal |
Scheme | Research Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | G1800834 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20151 grants / $5,000
"Violent, corrupt and absent": a case study of media representations of Indian school teachers$5,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Nisha Thapliyal |
Scheme | Strategic Networks Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500903 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20141 grants / $1,000
AARE-NZARE 2014, Brisbane Australia, 30 - 4 December 2014.$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 Nisha Thapliyal |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1401014 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20132 grants / $6,500
Social movements for public education$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Nisha Thapliyal |
Scheme | New Staff Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300967 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
XV Comparative Education World Congress 24-28 June 2013$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Nisha Thapliyal |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2013 |
Funding Finish | 2013 |
GNo | G1300752 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20121 grants / $10,000
How do activists represent their participation in social movements for public education? A situated study of Indian activist narratives$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Nisha Thapliyal |
Scheme | Early Career Researcher Grant |
Role | Lead |
Funding Start | 2012 |
Funding Finish | 2012 |
GNo | G1201206 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | Research Title: Implementation of the Declaration on the Rights of Deaf Children in Australia and its Implications on the Education of Deaf Children | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Examining the Human Rights of Deaf Children in Australia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | The Controversy Behind the Safe Schools Program: Exploring How LGBTI Students are Supported Within Select Schools Across NSW | 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 | English Language Education and Peace Education in Indonesia: A Framework of Materials Development for Pesantren | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Perspectives of Vietnamese Academics on Future-focused Skills Development from International Mobility Experiences | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | The Construction and Reconstruction of Vietnamese National Culture: A Study of Higher Education Policy under Doi Moi | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
Australia | 19 | |
United States | 5 | |
India | 2 | |
Canada | 1 | |
Pakistan | 1 | |
More... |
News
Dr Nisha Thapliyal
Position
Senior Lecturer
CIEGUN
School of Education
College of Human and Social Futures
Focus area
Education
Contact Details
nisha.thapliyal@newcastle.edu.au | |
Phone | (02) 49215648 |
Link |
Office
Room | HA 91 |
---|---|
Building | Hunter Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |