Dr Daniella Forster

Dr Daniella Forster

Senior Lecturer

School of Education (Philosophy, Religion and Theology)

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…

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Career Summary

Biography

Daniella served on the Executive Committee of the Philosophy of Education Society of Australasia (PESA) as a member representative from 2011-2018. She is a member of the Editors Collective, an Associate Editor for the journal of Educational Philosophy and Theory (EPAT) and Section Editor for forthcoming Springer's Encyclopedia of Teacher Education (Educational Ethics). She is the coordinator of Teach Outreach, 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’s research applies philosophy and theories of ethics to teacher education and draws from a wide range of empirical and scholarly sources to explore pre-service and serving teacher beliefs about and experiences of (1) moral complexity in teaching and (2) programs, policies and pedagogies to develop educative dialogue about the ethics of teaching in the profession. She 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 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
130313 Teacher Education and Professional Development of Educators 40
220299 History and Philosophy of Specific Fields not elsewhere classified 10
220107 Professional Ethics (incl. police and research ethics) 50

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
1/01/2009 -  Lecturer University of Newcastle
School of Education
Australia

Professional appointment

Dates Title Organisation / Department
1/01/2004 - 1/12/2008 Coordinator

Part time contract

Monash University
Centre for Public Philosophy
Australia

Teaching appointment

Dates Title Organisation / Department
1/01/2005 - 1/12/2007 Teacher- Secondary Lauriston Girls' School, Armadale, VIC
Philosophy, Theory of Knowledge (I.B.) and English Teacher
Australia

Awards

Member

Year Award
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]
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Chapter (13 outputs)

Year Citation Altmetrics Link
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)
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
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 10 more chapters

Journal article (13 outputs)

Year Citation Altmetrics Link
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
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)

© The Author(s) 2019. In the following interview, Meira Levinson (Harvard Graduate School) discusses the field of educational ethics and how it can enhance justifiable youth activ... [more]

© The Author(s) 2019. In the following interview, Meira Levinson (Harvard Graduate School) discusses the field of educational ethics and how it can enhance justifiable youth activism to enact citizenship education and recover democracy. She introduces readers to her philosophical approach for developing normative case studies that aim to be inclusive of divergent views on knowledge and value in schooling. Professor Levinson visited the School of Education at the University of Newcastle, Australia, in August 2018, to advise the Educational Ethics: Dilemmas of Diversity Network project team. During her visit she discussed with local teachers and school leaders about how educational practices can ethically address differences, diversities and decision-making in pluralist democracies.

DOI 10.1177/2043610619846080
Co-authors Samuel Douglas
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 - 4Web of Science - 3
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 Johanna Macneil, Kevin Lyons, Allyson Holbrook, Maxwell Smith
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 - 3Web of Science - 2
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 - 3
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]

© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This article is concerned with developing a philosophical approach to a number of s... [more]

© 2016 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. 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 - 16Web of Science - 16
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
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 - 2Web of Science - 2
Co-authors Rachel Buchanan
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 - 11Web of Science - 3
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 - 27Web of Science - 26
Show 10 more journal articles

Review (2 outputs)

Year Citation Altmetrics Link
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 (13 outputs)

Year Citation Altmetrics Link
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)
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)
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 Rachel Buchanan, Margot Ford, Tom Griffiths
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)
Co-authors Samuel Douglas
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)
Co-authors James Ladwig
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]
Show 10 more conferences

Other (5 outputs)

Year Citation Altmetrics Link
2019 McPherson A, Forster D, Buchanan R, 'Situated cases of ethical tensions when working with children and young people in educational contexts', ( issue.2): Sage (2019)
Co-authors Rachel Buchanan
2019 McPherson A, Forster D, Buchanan R, 'Situated cases of ethical tensions when working with children and young people in educational contexts', ( issue.2): Sage (2019)
Co-authors Rachel Buchanan
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) [O1]
2014 Forster DJ, Lyons K, 'Innovative policy for growing sustainable community engagement: A report on the Timebanking trial from the NSW', (2014) [O1]
Co-authors Kevin Lyons
2013 Forster DJ, 'Ascertaining challenges to tertiary student participation in educational volunteering', (2013) [O1]
Show 2 more others

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 Allyson Holbrook, Kevin Lyons, Johanna Macneil, Maxwell Smith
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Grants and Funding

Summary

Number of grants 6
Total funding $112,000

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


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, 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, 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

Completed0
Current1

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2018 PhD Strengthening ‘Global’ Understandings of Sustainability in the Australian Curriculum: an Exploratory Analysis of Sustainability as a Cross-Curriculum Priority and the Relationship Between the Self and the Environment PhD (Education), Faculty of Education and Arts, 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/


Educational Ethics: Dilemmas of Diversity 2017 -

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

Collaborators

Name Organisation
Associate Professor Tom Grant Griffiths University of Newcastle
Doctor Margot Winifred Ford University of Newcastle
Doctor Rachel Anne Buchanan University of Newcastle
Doctor Daniella Jasmin Forster University of Newcastle
Doctor Samuel Paul Douglas University of Newcastle

Educational Ethics: Dilemmas of Diversity 2017 -

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

Collaborators

Name Organisation
Associate Professor Tom Grant Griffiths University of Newcastle
Doctor Margot Winifred Ford University of Newcastle
Doctor Rachel Anne Buchanan University of Newcastle
Doctor Daniella Jasmin Forster University of Newcastle
Doctor Samuel Paul Douglas University of Newcastle

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Dr Daniella Forster

Position

Senior Lecturer
School of Education
Faculty of Education and Arts

Focus area

Philosophy, Religion and Theology

Contact Details

Email daniella.forster@newcastle.edu.au
Phone (02) 4921 8653
Fax (02) 4921 7887
Link Personal webpage

Office

Room HA85
Building Hunter
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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