Associate Professor Joanne Ailwood
Associate Professor
School of Education
- Email:jo.ailwood@newcastle.edu.au
- Phone:(02) 4921 6603
Creating caring teachers
Associate Professor Joanne Ailwood is a researcher who explores social theory as it relates to early childhood education, specifically the concept of care and its relationship to teaching.
How can we create caring teachers and build pedagogical relationships across lifespan and place? That is the large question that Associate Professor Joanne Ailwood is exploring through her current research.
In an increasingly regulated field, Ailwood is peeling back the layers that make up the fundamentals of care in early childhood education.
“I think it’s important we talk about the importance of care and that side of the work we do in early childhood education,” she said.
Ailwood says that the concept of care is becoming marginalised in a system that increasingly focuses on accreditation and regulations.
“Within our regulatory environment the work of care is marginalised. What is forgotten is that all teachers care, and care is part and parcel of who we are in the world and an important part of what it means to be an early childhood educator.”
In 2013 Ailwood was awarded a FEDUA Mid-Career Researcher grant to explore relationships between early childhood educators and parents. One of the recurring themes in interviews with both educators and parents was care. She was also one of the National Exceptional Teaching for Disadvantaged Schools team members (along with Prof Jenny Gore, Dr Margot Ford, Dr Drew Miller). This project ran between 2014-2018 and supported highly achieving students to work in schools in areas of disadvantage. Again, one of the themes in this work became about relationships and care.
“This led me to question, what does care mean in the context of early childhood education and care? I am interested in what happens to how we understand early childhood education, children and families when we reinstate care at the centre of our relationships? How can we find ways to put theorising of care and engaging in the human and personal relationships to the front of early childhood education and care? Is it possible to talk of a pedagogy of care in early childhood education?” Ailwood questioned.
“Care isn’t just about changing nappies on time, it’s about learning how to care for other humans, for yourself, and the world we live in. Care is fundamental to human relationships. But care in professional contexts is different to care in personal contexts. We suffer and the field suffers when the care work we do is made invisible,” Ailwood said.
Ailwood says that care is something that is researched, examined, and taught a lot more in medicine and nursing but it’s less likely to be explicitly taught in early childhood education.
“In fields like medicine and nursing care is something that is researched and students also learn what care means in those professional contexts. Care in a professional context is complex and requires a lot of thought and preparation, it is not something that comes naturally. In early childhood education we continue to push back against the perception that our work is somehow natural, and I see a deeper exploration of care in this context as one part of that struggle.”
Outward Bound Mobility: visiting schools in rural Zimbabwe
Ailwood is on the executive committee for the newly established University of Newcastle Centre for African Research Education and Partnerships. Once a year she takes a group of teacher education students from Newcastle to Victoria Falls in Zimbabwe for a study tour with the aim of teaching them about how the majority of the world’s children experience education.
“We stay in Victoria Falls for two weeks. The students are matched up with a classroom teacher in one of two rural schools and are expected to teach and contribute to the classroom in collaboration with the local teachers. During this time the students think through many global and ethical challenges; for example their own privilege, the ethics of taking photos and engaging with social media, and the scale of global educational inequities. After a week with one class and teacher in a rural school, students then visit a series of private schools in town. ” she said.
This experience teaches students about the relative privilege of their own educational experience in Australia and aims to build a global understanding of the scale of educational disadvantage. Since 2015, about 45 students have had the opportunity to travel to Victoria Falls on this study tour and learn about Zimbabwe and to be challenged to think deeply about their place in the international educational landscape.
Associate Professor Ailwood is currently working on a pilot study to look at what the students learn from the tour and the long-term impact it has on their own teaching. Students report that the study tour is life changing, and she would like to find out more about what changes for students and how.
Creating caring teachers
Associate Professor Joanne Ailwood is a researcher who explores social theory as it relates to early childhood education, specifically the concept of care and its relationship to teaching.How can we create caring teachers and build pedagogical relationships across lifespan and…
Career Summary
Biography
Jo joined the University of Newcastle in mid-2010. Prior to that she held academic positions at The University of Edinburgh, Queensland University of Technology and Charles Sturt University. She has also held positions as Adjunct Associate Professor, School of Early Childhood at Queensland University of Technology (2009-2011) and Visiting Scholar at the Moray House School of Education, The University of Edinburgh (Aug - Dec 2013). As a classroom teacher Jo taught children from 6 months old through to 10 years old across primary schools and early childhood education settings in Queensland, Australia and in London, UK.
Jo's early childhood research investigates relationships of power in early childhood education, including how relationships are produced and managed in early years settings – between children and children, staff and children and parents and staff. She has also undertaken policy analysis research on preschool education and on the historical place of women/mothers in early childhood education. Overall Jo is interested in questions about relationships of power and of care, and how women and children constitute their daily lives and relationships as mothers, early childhood practitioners and children in early years settings.
Jo is also working on a research and teacher training project involving a rural school in Zimbabwe, together with Dr Stephanie Bengtsson. Our work in Zimbabwe is centred on school community development, and examines how local expertise and capacity can be harnessed to overcome the many challenges facing the Zimbabwean education system today.
In collaboration with Dr Margot Ford, Jo leads the University of Newcastle's National Exceptional Teaching for Disadvantaged Schools project. This project is run in collaboration with UNE, ACU, Deakin, VU, & WSU. This is a teaching and mentoring project for outstanding preservice teachers who are committed to working in schools that service communities in areas of Low SES.
Research ExpertiseJo's research is situated in early childhood education and care. Jo aims to find spaces that help us think in different ways about young children, their education and the relationships between the adults who care for them. To do this she makes use of poststructural theorising, to investigate and challenge some of the 'common knowledges' of early childhood education, for example play. Her emphasis in this research and investigation is enabling positive spaces for thinking about (and talking about) young children, their education and the work of those who care for them. She hopes that this thinking helps us reflect upon and challenge the nuances and complexities of early childhood education and care. Aspects of this work are historical and political, engaging in policy analysis and investigating broader historical, social and cultural contexts of families, women's paid work, care and childhood. More recent aspects of Jo's research are focused on the care and education relationship between parents and early childhood educators, including their understandings of their relationships not only with each other as adults, but also their place in the lives of the child/ren they care for.
Teaching Expertise
At the undergraduate level Jo teaches in foundations of early childhood education, including history of early childhood education, sociology of childhood, approaches to early childhood education and policy for early childhood education. She also supervises Honours, Masters, EdD and PhD theses on a range of topics related to early childhood education.
Administrative Expertise
Jo was Program Convener of the Bachelor of Teaching (Primary)/Bachelor of Early Childhood Studies degree on Callaghan campus at the University of Newcastle, 2010-2015. She is also course coordinator of undergraduate and masters courses. She has been a member of various University committees and boards across Charles Sturt University, QUT, UoE, and UoN. Jo is currently the Secretary of the International Board of Directors for a non-governmental organisation called Tariro: Hope and Health for Zimbabwe's orphans.
Collaborations
Jo is interested in collaborations with researchers and RHD students investigating history, policy and day-to-day relationships in early childhood education and care.
Qualifications
- PhD, University of Queensland
- Bachelor of Teaching, Griffith University
- Bachelor of Educational Studies, University of Queensland
- Bachelor of Educational Studies (Honours), University of Queensland
Keywords
- Childhood studies
- Foundations of early childhood education
- History of early childhood education
- Poststructuralism in early childhood education
- Relationships in early childhood education
- Theories of play
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390302 | Early childhood education | 40 |
| 390202 | History and philosophy of education | 30 |
| 390203 | Sociology of education | 30 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Associate Professor | University of Newcastle School of Education Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
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| 2020 |
Ailwood J, Boyd W, Theobald M, UNDERSTANDING EARLY CHILDHOOD EDUCATION and CARE IN AUSTRALIA: Practices and Perspectives (2020) In order to effectively practise as an early childhood educator it is essential to understand the theories, policies and pedagogy that shape the discipline. Understanding Early Ch... [more] In order to effectively practise as an early childhood educator it is essential to understand the theories, policies and pedagogy that shape the discipline. Understanding Early Childhood Education and Care in Australia provides core foundational knowledge that is critical for best practice. Part One looks at concepts of childhood and the development of mass education before examining influential theories including developmental psychology, sociology, feminisms and critical theory. Specific approaches are also analysed including Reggio Emilia, Montessori, Multiple Intelligences and HighScope. Part Two focuses on the guiding frameworks and policies in Australia and explores in depth issues affecting Indigenous children and provisions for recognising diversity and the practice of inclusion. The final section examines teaching and leadership and considers curriculum, pedagogy and assessment, building relationships between staff and families, the care of babies and infants, the environment in which early childhood education takes place and the responsibilities and professional development of teachers. This essential reference will ensure pre-service teachers develop a sophisticated understanding of how theory underpins effective practice in early childhood education.
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| 2007 | Ailwood JE, Early Childhood in Australia: Historical and comparative contexts, Pearson Education Australia, Frenchs Forest, NSW, 110 (2007) [A3] |
Chapter (14 outputs)
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| 2022 |
Smithers K, Ailwood J, 'Developmentourism and school tours in Zimbabwe', Handbook of Niche Tourism 345-356 (2022)
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| 2022 |
Smithers K, Ailwood J, 'School Tourism in Southern Africa', Oxford Research Encyclopedia of Education, Oxford University Press, Oxford, UK (2022) [B1]
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| 2021 |
Kaunda RL, Ailwood J, 'Early Childhood Education and Care in Zambia: ECE Provision and Teacher Education', International Perspectives on Early Childhood Teacher Education in the 21st Century, Springer Nature, Singapore 251-264 (2021) [B1]
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| 2021 |
Ailwood J, Ford M, 'Slow pedagogies and care-full, deep learning in preservice teacher education', Reimagining the Academy: ShiFting Towards Kindness, Connection, and an Ethics of Care 157-174 (2021) The notion of slow scholarship is gathering momentum as educators look to counter the influences of increasing surveillance and control, not only in tertiary institutions, but als... [more] The notion of slow scholarship is gathering momentum as educators look to counter the influences of increasing surveillance and control, not only in tertiary institutions, but also across the education sector. These processes impact what may be accomplished by academics in their teaching roles. This chapter explores how slow, care-full, and deep pedagogies might work towards creating caring pedagogical communities for academics and for preservice teachers. The chapter engages in reflection upon practising slow pedagogy, as well as care-full and deep learning. In doing so, this chapter intersects ideas of slow scholarship with ideas of feminist ethics of care, shifting to a relational ontology, resulting in deep and lasting shifts in professional identities in the light of tensions, contradictions, and pressures in the academy.
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| 2020 |
Ford M, Ailwood J, 'Confronting and Challenging Preservice Teachers Subjectivities in a Community of Excellence', Social Theory for Teacher Education Research Beyond the Technical-Rational, Bloomsbury Academic, London, England 87-104 (2020) [B1]
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| 2020 |
Bengtsson S, Kamanda M, Ailwood J, Barakat B, 'Teachers are more than 'supply': Toward meaningful measurement of pedagogoy and teachers in SDG4', Grading Goal Four: Tensions, threats, opportunities in the Sustainable Development goal on Quality Education, Brill, Leiden 214-237 (2020) [B1]
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| 2011 |
Ailwood JE, 'It's about power: Researching play, pedagogy and participation in the early years of school', Rethinking Play and Pedagogy in early Childhood Education: Concepts, Contexts and Cultures, Routledge, Abingdon, OX 19-31 (2011) [B1]
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Journal article (25 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
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| 2023 |
Atkinson P, Duffy M, Ailwood J, 'Ballet in a Box: Iso-Ballet, Lockdown, and the Reconstruction of the Domestic Space', Geohumanities, 9 411-426 (2023) [C1] In the first wave of the Covid-19 pandemic, the principal mitigation strategies were physical distancing and the dramatic restriction of socializing with others. The absence of li... [more] In the first wave of the Covid-19 pandemic, the principal mitigation strategies were physical distancing and the dramatic restriction of socializing with others. The absence of live performances meant arts institutions had to reconsider their relationship with audiences and thoroughly rethink what they do. While many institutions uploaded videos of past performances, some dance companies created new performances specifically for online media that have provided an opportunity for dancers to remain active and visible during the COVID lockdowns. We borrow the term iso-dance to collectively refer to these performances, a term that succinctly invokes both the medium (dance) and the conditions under which the performance is conducted (isolation). We examine how performances of ballet dancers from professional companies were informed by the home environment. We propose the examination of iso-ballet helps us understand relationships between video, bodily movement and the particular affordances of the home, as well as invite us to question the ways we inhabit and constitute places through creative, bodily practices.
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| 2022 |
Ailwood J, Lee IF, Arndt S, Tesar M, Aslanian TK, Gibbons A, Heimer L, 'Communities of care: A collective writing project on philosophies, politics and pedagogies of care and education in the early years', Policy Futures in Education, 20 907-921 (2022) [C1] This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an in... [more] This collective writing project considers the central issue of how we account for, understand, and talk about, the professional work of care in early childhood education. As an international collective, we stake out some of the messiness, the specificities and complexities of care in early childhood education. Each scholar explores the issue of foregrounding care in the professional work of early childhood educators and reflects on the complexities of care in early childhood education and care. While these musing are collected together in this paper, they are each a standalone provocation to grapple with diverse issues of care in relation to etymology, policy, risk, relationships, power, and racism. As a collective, we explore ways of engaging in the messiness of care and education with a spirit of vulnerability and the courage of risk taking to unpack care in early childhood education.
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| 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.
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| 2020 |
Ailwood J, 'Care: Cartographies of power and politics in ECEC', Global Studies of Childhood, 10 339-346 (2020) [C1]
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| 2017 |
Ailwood J, Ford M, 'Becoming exceptional: Exploring selves and assemblages in the National Exceptional Teaching in Disadvantaged Schools program', Australian Journal of Teacher Education, 42 57-68 (2017) [C1] This paper explores the work of 'becoming exceptional' amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools ... [more] This paper explores the work of 'becoming exceptional' amongst a group of preservice teachers taking part in the National Exceptional Teaching for Disadvantaged Schools program (NETDS). The NETDS program is directed towards mentoring and supporting outstanding preservice teachers to transition into the schools where they can make a significant difference. For us, as teacher educators leading the teaching of our University's NETDS program, the most important questions became ones of self and transformation for the participating preservice teachers. To begin these explorations we make use of concepts provided by Deleuze and Guattari, and expanded upon by Braidotti; the notions of 'becoming' and 'collective assemblages'. These concepts help us explore the work of becoming exceptional within the collective assemblage and space of the NETDS program.
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| 2014 |
Lunn Brownlee J, Johansson E, Cobb-Moore C, Boulton-Lewis G, Walker S, Ailwood J, 'Epistemic beliefs and beliefs about teaching practices for moral learning in the early years of school: relationships and complexities', Education 3-13, 1-20 (2014) [C1]
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| 2014 |
Johansson E, Cobb-Moore C, Lunn-Brownlee J, Walker S, Boulton-Lewis G, Ailwood J, 'Children's perspectives on values and rules in Australian early education', AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 39 12-20 (2014) [C1]
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| 2012 |
Brownlee J, Syu J-J, Mascadri J, Cobb-Moore C, Walker S, Johansson E, et al., 'Teachers' and children's personal epistemologies for moral education: Case studies in early years elementary education', Teaching and Teacher Education, 28 440-450 (2012) [C1]
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| 2012 |
Walker S, Brownlee J, Whiteford C, Cobb-Moore C, Johansson E, Ailwood JE, Boulton-Lewis G, 'Early years teachers' epistemic beliefs and beliefs about children's moral learning', Teachers and Teaching, 18 263-275 (2012) [C1]
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| 2012 |
O'Gorman L, Ailwood JE, 'They get fed up with playing. 'Parents' views on play-based learning in the Preparatory Year', Contemporary Issues in Early Childhood, 13 266-275 (2012) [C1]
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| 2011 |
Danby S, Ailwood JE, Theobald M, 'Child participation in the early years: Challenges for education', Australasian Journal of Early Childhood, 36 19-26 (2011) [C1]
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| 2011 |
Ailwood JE, Brownlee J, Johansson E, Cobb-Moore C, Walker S, Boulton-Lewis G, 'Educational policy for citizenship in the early years in Australia', Journal of Education Policy, 26 641-653 (2011) [C1]
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| 2011 |
Thorpe K, Ailwood JE, Brownlee J, Boyd W, 'Who wants to work in child care?: Pre-service early childhood teachers' consideration of work in the childcare sector', Australasian Journal of Early Childhood, 36 85-94 (2011) [C1]
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| 2009 |
Ailwood J, 'Understanding Advocacy for Children and Young People', ADOPTION AND FOSTERING, 33 83-84 (2009)
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| 2009 | Ailwood J, 'Developments: child, image, nation', INTERNATIONAL JOURNAL OF EARLY YEARS EDUCATION, 17 169-171 (2009) | ||||||||||
| 2007 |
Ailwood J, 'Mothers, Teachers, Maternalism and Early Childhood Education and Care: some historical connections', CONTEMPORARY ISSUES IN EARLY CHILDHOOD, 8 157-165 (2007) [C1]
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| 2007 |
Ailwood J, 'The Excellence of Play, 2nd edition', CONTEMPORARY ISSUES IN EARLY CHILDHOOD, 8 89-90 (2007)
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| 2004 |
Ailwood J, 'Genealogies of governmentality: Producing and managing young children and their education', Australian Educational Researcher, 31 19-33 (2004) Genealogies, or histories of the present, create critical spaces to remind us of the non-necessity of that which we consider necessary to our lives (Burchell 1993). Further, genea... [more] Genealogies, or histories of the present, create critical spaces to remind us of the non-necessity of that which we consider necessary to our lives (Burchell 1993). Further, genealogies of governmentality attempt to create this space with a focus on how conduct is conducted. In this paper I suggest that genealogies of governmentality are one way to create critical analyses of the education of young children. Sociologies of childhood consider childhood to be a relational concept, functioning in relation to adulthood. I argue that genealogies are one way to illuminate these relationships, in particular pointing towards the ways in which the education of young children is deeply embedded in a range of complex and contradictory 'adult' discourses and knowledges, including those of motherhood, politics, worker, citizen and the economy. To illustrate this I provide an analysis of the provision of preschool education in Queensland's government schools.
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| 2003 |
Ailwood J, 'A national approach to gender equity policy in Australia: another ending, another opening?', International Journal of Inclusive Education, 7 19-32 (2003) This paper focuses upon Gender Equity: A Framework for Australian Schools, the current policy addressing gender in schools at the national level in Australia. I take this textual ... [more] This paper focuses upon Gender Equity: A Framework for Australian Schools, the current policy addressing gender in schools at the national level in Australia. I take this textual moment and consider the ways in which girls are constructed within the policy with the explicit aim of drawing out and centring issues surrounding girls in schools. Gender Equity: A Framework for Australian Schools was released in 1997 and it is argued that the lack of review process indicates a closure for gender policy from the federal Australian government. Rather, I argue that there is now an emerging policy scene that centres boys' needs, sidelining the many issues still to be adequately addressed for girls. To illustrate this I pursue the mainstreaming and downstreaming of gender, and the linkage of boys and literacy at various levels of policy debate. The analysis closes with a consideration of the need to pursue the complexgender scene in school settings noting that while the discourse of girls in schools seems to have been closed down to some extent, it is necessary for feminists (and pro-feminists) to also create new openings for ongoing debates surrounding gender and schooling.
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| 2001 |
Ailwood J, Lingard B, 'The endgame for national girls' schooling policies in Australia?', Australian Journal of Education, 45 9-22 (2001) Gender equity: A framework for Australian schools is the most recent policy dealing with gender in schools at the national level in Australia. This paper provides a critical disco... [more] Gender equity: A framework for Australian schools is the most recent policy dealing with gender in schools at the national level in Australia. This paper provides a critical discourse analysis of the policy document, tracking two themes: 'the construction of gender', and 'equity: a discourse of education for all boys and girls'. Through this analysis the authors argue that the policy signals a substantial shift in focus - from girls and boys in relation to girls, to both girls and boys - within a framework of presumptive equality. It is also argued that the policy shuts down federal involvement in policy for girls' schooling. In the process, responsibility is devolved to the states and territories where, in many cases, gender equity programs will be struggled over at a local, school-based level. At the same time, however, spaces have been created which potentially enable new strategies for gender equity policies in Australian schools.
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Conference (5 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2017 |
Ailwood JE, 'Exploring 'care' in early childhood education and care', Newcastle (2017)
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| 2015 | Ailwood J, Ford M, 'Preservice teacher biographies: exploring diverse pathways into the National Exceptional Teachers for Disadvantaged Schools project', Aberdeen (2015) [O1] | ||||
| 2013 | Ailwood J, Lee I, Grieshaber S, Blaise M, Park E, Jun J, 'A Contract in Care: Making the Right Choices for Childhoods and Motherhoods', Seoul, Korea (2013) | ||||
| 2012 | Ailwood JE, 'Mothers' encounters with childcare', TASA 2012 Conference Proceedings, Brisbane, QLD (2012) [E3] | ||||
| 2011 | Walker S, Brownlee J, Cobb-Moore C, Johansson E, Ailwood JE, Boulton-Lewis G, 'Teaching and learning about social and moral values for active citizenship in the early years', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries, Exeter (2011) [E3] | ||||
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Other (1 outputs)
| Year | Citation | Altmetrics | Link |
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| 2016 | Ailwood JE, 'Early Childhood Development and Girls', . Institute of Development Studies, University of Sussex: Health & Education Advice and Resource Team (2016) |
Presentation (2 outputs)
| Year | Citation | Altmetrics | Link |
|---|---|---|---|
| 2019 | Ailwood J, 'Care: Cartographies of power and politics in ECEC', (2019) | ||
| 2015 | Ailwood JE, Bengtsson S, 'Integrating Early Childhood Services Through Care', (2015) |
Grants and Funding
Summary
| Number of grants | 19 |
|---|---|
| Total funding | $417,434 |
Click on a grant title below to expand the full details for that specific grant.
20231 grants / $5,407
Pre-service Early Childhood Teachers Learning About and Enacting Care on Professional Experience Placement$5,407
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Project Team | Joanne Ailwood (Lead) I-Fang Lee (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 |
20221 grants / $1,809
CHSF Conference Travel Grant$1,809
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Scheme | CHSF - Conference Travel Scheme |
| Role | Lead |
| Funding Start | 2022 |
| Funding Finish | 2022 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20212 grants / $12,726
Philosophy, politics and pedagogies of care in early childhood education and care$11,466
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | A/Professor Joanne Ailwood (Lead); A/Professor I-Fang Lee; Dr S Arndt (Melbourne); A/Prof MTesar (Auckland); A/Prof A Gibbons (Auckland); Dr T Aslanian (South-East Norway); A/Prof L Heimer (Wisconsin-Whitewater) |
| 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 |
CHSF Early Advice Scheme 2021$1,260
Funding body: College of Human and Social Futures | University of Newcastle
| Funding body | College of Human and Social Futures | University of Newcastle |
|---|---|
| Scheme | CHSF - Early Advice Scheme |
| Role | Lead |
| Funding Start | 2021 |
| Funding Finish | 2021 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20191 grants / $10,000
Creative Collaborations/"La Sorella": Thinking, promoting and making creativity visible in early childhood education$10,000
Funding body: Faculty of Education and Arts, University of Newcastle
| Funding body | Faculty of Education and Arts, University of Newcastle |
|---|---|
| Project Team | Dr Nicole Leggett (Lead), Dr Margot Ford, Dr Jo Ailwood, A/Professor Antonio Gariboldi - University of Modena, Italy, Dr Antonella Pugnaghi - University of Modena and Reggio Emilia, Italy |
| Scheme | Strategic Network and Pilot Project Grants Scheme |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20182 grants / $30,000
Becoming Exceptional: Enabling excellence through creating safe pedagogical spaces fo low SES tertiary students$15,000
Funding body: Centre for Excellence in Equity in Higher Education (CEEHE)
| Funding body | Centre for Excellence in Equity in Higher Education (CEEHE) |
|---|---|
| Project Team | Dr Margot Ford, Dr Joanne Ailwood |
| Scheme | Excellence in Teaching for Equity in Higher Education (ETEHE) |
| Role | Investigator |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | C1RD |
| Category | 1RD |
| UON | N |
Creative Collaborations: Creating a research network between Reggio Emillia, Italy and Newcastle, Australia$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 Nicole Leggett, Dr Margot Ford, Dr Jo Ailwood, Associate Professor Antonio Gariboldi, Sr Antonella Pugnaghi |
| Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
| Role | Investigator |
| Funding Start | 2018 |
| Funding Finish | 2018 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20151 grants / $2,000
Scottish Education Research Association, Aberdeen Scotland, 18-20 November 2015$2,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Associate Professor Joanne Ailwood |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2015 |
| Funding Finish | 2015 |
| GNo | G1500994 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20143 grants / $156,000
National Exceptional teachers for Disadvantaged School Projects$140,000
Funding body: Origin Foundation
| Funding body | Origin Foundation |
|---|---|
| Project Team | Laureate Professor Jennifer Gore, Doctor Margot Ford, Associate Professor Joanne Ailwood, Doctor Drew Miller |
| Scheme | Project Grant |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2015 |
| GNo | G1301438 |
| Type Of Funding | C3300 – Aust Philanthropy |
| Category | 3300 |
| UON | Y |
Building Back Better: Education in Zimbabwe$10,000
Funding body: School of Education, The University of Newcastle
| Funding body | School of Education, The University of Newcastle |
|---|---|
| Project Team | Dr Stephanie Bengtsson, Dr Joanne Ailwood |
| Scheme | JRE internal grant |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | |
| Type Of Funding | C1RD |
| Category | 1RD |
| UON | N |
Building Back Better$6,000
Funding body: Global School Partners
| Funding body | Global School Partners |
|---|---|
| Project Team | Doctor Stephanie Bengtsson, Associate Professor Joanne Ailwood |
| Scheme | Project Grant |
| Role | Investigator |
| Funding Start | 2014 |
| Funding Finish | 2014 |
| GNo | G1301159 |
| Type Of Funding | Grant - Aust Non Government |
| Category | 3AFG |
| UON | Y |
20131 grants / $15,000
A Contract in Care: Investigating Families and their Relationships within Early Years Provision$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Joanne Ailwood; I-Fang Lee |
| Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
| Role | Lead |
| Funding Start | 2013 |
| Funding Finish | 2013 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20102 grants / $6,500
Flows of care: Exploring relationships of caring, parenting and emotion in formal childcare.$5,000
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Associate Professor Joanne Ailwood |
| Scheme | New Staff Grant |
| Role | Lead |
| Funding Start | 2010 |
| Funding Finish | 2011 |
| GNo | G1001044 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Pacific early Childhood Education Research Association, Hangzhou, China, 25 - 27 July 2010$1,500
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Associate Professor Joanne Ailwood |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2010 |
| Funding Finish | 2011 |
| GNo | G1000729 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20082 grants / $162,000
Learning about social and moral values for active citizenship: Educational policy and practice in early education$160,000
Funding body: ARC (Australian Research Council)
| Funding body | ARC (Australian Research Council) |
|---|---|
| Project Team | Professor Jo-Anne Brownlee |
| Scheme | Discovery Projects |
| Role | Investigator |
| Funding Start | 2008 |
| Funding Finish | 2010 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
A cause for concern? Preservice early childhood teachers' beliefs and knowledge about childcare$2,000
Funding body: Queensland University of Technology
| Funding body | Queensland University of Technology |
|---|---|
| Project Team | Dr Jo Ailwood |
| Scheme | QUT Centre for Learning Innovation: Collaborative Cluster Grant |
| Role | Lead |
| Funding Start | 2008 |
| Funding Finish | 2008 |
| GNo | |
| Type Of Funding | Not Known |
| Category | UNKN |
| UON | N |
20071 grants / $7,492
Using Blackboard to support pedagogy in undergraduate ealry childhood education courses$7,492
Funding body: Queensland University of Technology
| Funding body | Queensland University of Technology |
|---|---|
| Project Team | Dr B. Ewing |
| Scheme | QUT Blackboard: Pedagogy for online learning |
| Role | Investigator |
| Funding Start | 2007 |
| Funding Finish | 2008 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20061 grants / $2,500
Undergraduate students and ECEC - What do they think about childcare, mothers and work?$2,500
Funding body: Queensland University of Technology
| Funding body | Queensland University of Technology |
|---|---|
| Project Team | Dr Jo Ailwood |
| Scheme | QUT School of Early Childhood Grant |
| Role | Lead |
| Funding Start | 2006 |
| Funding Finish | 2006 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20051 grants / $6,000
Transitions to Professional Practice: reconceptualising/revisioning transition to professional practice for students in the BEd(EC)$6,000
Funding body: Queensland University of Technology
| Funding body | Queensland University of Technology |
|---|---|
| Project Team | Dr Ann Heirdsfield |
| Scheme | QUT Teaching and Learning Small Grant |
| Role | Investigator |
| Funding Start | 2005 |
| Funding Finish | 2006 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2024 | PhD | Predictors Of Professional Competence Among Kindergarten Female Teachers: The Role Of Social Media | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | The Impact of National Professional Standards from Early Childhood Teachers’ Perspectives | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2020 | PhD | Learning out the Gate: An Exploration of Educators’ Pedagogical Relationships with Infants and Toddlers during Nature Excursions in Australia and Italy | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2020 | PhD | To Question or Not to Question? How Can Early Childhood Educators be Supported in their Process of Reflection? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2018 | PhD | Constructing Early English as a Foreign Language Education in China: A Case Study of Parents' Choices in a Changing Educational Context | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2018 | PhD | Examining the Power Effects that Influence Educator's Decision Making when Planning with the Early Years Learning Framework | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Past Supervision
| Year | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2022 | PhD | Developing Children's Early Literacy in Zambian Preschools: A Postcolonial Exploration of Preschool Teachers' Beliefs, Understandings and Practices | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2022 | PhD | Exploring International Female Doctoral Students' Narratives through the Lenses of Intersectionality and Feminist Standpoint Theory | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2021 | PhD | “They have got so much love, they are in love with the children”: An Exploration of the Educational Impact of School Tours as Part of a Safari Itinerary in Matabeleland North, Zimbabwe | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | Girls and Secondary Education in Rural Tanzania: Perceptions, Obstacles, and Future Possibilities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2018 | PhD | A Genealogy of Australian Educational Revolutions | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2017 | PhD | "She Doesn't Choose To Do Well": An Examination of the Discursive Constitution of Academic Underachievement | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2016 | PhD | Culture and Communication: Revealing Limits to Literacy-Learning Communication in Saudi Children's Home and Kindergarten Communities | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Associate Professor Joanne Ailwood
Position
Associate Professor
School of Education
College of Human and Social Futures
Contact Details
| jo.ailwood@newcastle.edu.au | |
| Phone | (02) 4921 6603 |
Office
| Room | V126 |
|---|---|
| Building | V Block |
| Location | Callaghan University Drive Callaghan, NSW 2308 Australia |
Connect with me
