Dr Margot Ford
Honorary Senior Lecturer
School of Education
- Email:margot.ford@newcastle.edu.au
- Phone:(02) 4349 4413
Career Summary
Biography
I have worked in the field of sociology and education for many years, receiving a doctorate in sociology, which was published in 2009 as "In Your Face. A case study in postmuliticultural Australia" CDU Press. The focus on the social dynamics of inclusion and exclusion, viewed through a Foucauldian lens, allowed for an examination of race and racism in the highly culturally diverse city of Darwin, Northern Territory. Prior to coming to the University of Newcastle, I worked as a lecturer in teacher education at Charles Darwin University, and before that at Bachelor Institute of Indigenous Tertiary Education. I have published in the areas of Indigenous education, classroom management and early childhood education. More recently I have become interested in national testing regimes and what they tell us about inequality of educational achievement.
Research ExpertiseMainly qualitative research methods drawing on case study, narrative inquiry and ethnography, using Foucault's concept of interpretive analysis, in both historical and contemporary contexts. Cross disciplinary research in racial, ethnic and cultural diversity in contemporary Australia, with specific reference to education. This includes early childhood, primary and secondary contexts. Central themes are mechanisms of inclusion and exclusion, identity formation and belongingness in the context of neoconservatism in Australia. Indigenous education and Indigenous issues both historically and contemporary, especially in the context of the Northern Territory.
Teaching Expertise
Sociology of education, specifically in Australia, professional experience in education, specialising in early childhood and primary education, classroom management practices.
Administrative Expertise
Course coordination, Assistant director Professional experience.
Collaborations
Several different collaborations allows for an eclectic mix of research interests to be realised. An ongoing collaboration with Dr. Gordon Lyons has resulted in several editions of Classroom Management. Creating Positive Learning Environments, Cengage Publications, with the 4th Edition also co-authored with Dr. June Slee, just released. A chapter examining the Aboriginal documentary "Buffalo Legends" was co-authored with Shane Motlap for "Making Film and Television Histories; Australia And New Zealand", James E. Bennet & Rebecca Beirne (eds). Another recent publication in Australasian Journal of Early Childhood, December 2013, with Nicole Leggett (a current PhD candidate) focused on a critique of the Early Years Learning Framework, entitled 'A Fine Balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework'. Currently I am collaborating with Professor Xoliswa Mtose to examine national testing regimes in South Africa and Australia.
Qualifications
- PhD (Sociology), University of Queensland
- Bachelor of Education, University of New England
- Master of Education, University of New England
Keywords
- Dynamics of Social Inclusion and Exclusion
- Early Childhood
- Indigenous education
- Professional Experience
- Race, racism and education
- Social Justice
- Social and Cultural Identity
- Sociology
- Sociology of education
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 390399 | Education systems not elsewhere classified | 100 |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (2 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2011 |
Lyons GS, Ford MW, Arthur-Kelly MD, Classroom Management: Creating Positive Learning Environments, Cengage Learning, South Melbourne, VIC, 272 (2011) [A2]
|
||||
| 2009 | Ford MW, In Your Face: A Case Study in Post-Multicultural Australia, Charles Darwin University Press, Darwin, Northern Territory, 200 (2009) [A1] | Nova |
Chapter (7 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 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.
|
||||||||||
| 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]
|
Nova | |||||||||
| 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)
|
||||||||||
| 2017 | Ford MW, Purdon A, ''Now, look at my skin, it is black and it is white together'', Mixed Race Identities in Australia, New Zealand and the Pacific Islands, Routledge, New York 67-83 (2017) [B1] | Nova | |||||||||
| 2011 | Ford MW, Motlap S, 'Buffalo Legends', Making Film and Television Histories: Australia and New Zealand, I. B. Tauris, London 17-21 (2011) [B2] | Nova | |||||||||
| Show 4 more chapters | |||||||||||
Journal article (10 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2019 |
Ford M, Bennett J, Kilmister M, '"Challenging Anzac myths in tertiary teaching: Engaging preservice teachers"', Journal of University Teaching & Learning Practice, 16 1-14 (2019) [C1]
|
Nova | |||||||||
| 2017 |
Kilmister M, Bennett JE, Ford M, Debenham J, 'Treading on sacred ground: confronting the Anzac myth in higher education', History Compass, 15 1-12 (2017) [C1]
|
||||||||||
| 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.
|
Nova | |||||||||
| 2016 |
Leggett N, Ford M, 'Group Time Experiences: Belonging, Being and Becoming Through Active Participation Within Early Childhood Communities', Early Childhood Education Journal, 44 191-200 (2016) [C1] The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and l... [more] The National Quality Standards (NQS) as part of the Australian National Quality Framework were developed in 2011 and included several references to the organisation of small and large groups within early childhood settings (ACECQA 2013). The NQS act in tandem with the Early Years Learning Framework (EYLF) (DEEWR 2009) and are the basis by which early childhood centres are assessed for accreditation in Australia. This paper draws upon current research with early childhood educators as they struggle to understand the new concept of ¿intentional teachers¿ within this new regime. There also appears to have been a dramatic shift in the understanding about how large and small groups operate within centres. As the accreditation process unfolds, some early childhood centres have been advised to abandon large or whole group work. At the core of the EYLF are the notions of ¿being, belonging, becoming¿, locating young children as part of a community of learners within a democratic society. It therefore appears that tensions and contradictions are emerging between the fundamental principles of the EYLF as they are juxtaposed against the requirement of the NQS. Critical Pedagogy of Place provides a theoretical framework in which to interrogate the ways some early childhood educators interpret intentional teaching both in terms of the organisation of spaces in early childhood centres and the organisation of the children as they inhabit those spaces (Gruenewald 2008). This paper argues that the possible abandonment of large group experiences runs the risk of disconnecting children from their communities and the relationships they form as social participants. Furthermore, it is argued that whole group experiences are crucial elements that facilitate a child¿s identity and active citizenry.
|
Nova | |||||||||
| 2013 |
Leggett N, Ford M, 'A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the Early Years Learning Framework', AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD, 38 42-50 (2013) [C1]
|
Nova | |||||||||
| 2013 |
Ford M, 'Achievement gaps in Australia: what NAPLAN reveals about education inequality in Australia', Race, Ethnicity & Education, 16 80-102 (2013) [C1]
|
Nova | |||||||||
| 2013 |
Lester J, Heitmeyer D, Gore JM, Ford M, 'Creating and sustaining meaningful partnerships for supporting indigenous teacher education', Journal of Australian Indigenous Issues, 16 3-18 (2013) [C1]
|
Nova | |||||||||
| 2009 | Ford MW, Sutton I, 'Researcher/teacher collaboration: A symbiotic relationship', The Social Educator, 27 7-15 (2009) [C1] | Nova | |||||||||
| Show 7 more journal articles | |||||||||||
Conference (10 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)
|
||||
| 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)
|
||||
| 2015 |
Ford M, Bennett JE, Debenham J, Kilmister M, 'Challenging Anzac at the tertiary chalk face: student engagement with critical pedagogy', Book of Abstracts, Wellington, New Zealand (2015) [E3]
|
||||
| 2012 | Ford MW, Purdon A, 'Opening the doors of culture and learning for our youngest citizens', Trans-Disciplinary Conference on Early Childhood Development and Education. Programme, Cape Town, South Africa (2012) [E3] | ||||
| 2011 | Ford MW, 'Gap or chasm: Inequality of achievement between indigenous and non-indigenous students in the Australian education system', Australian Sociological Association (TASA) Conference: Local Lives/Global Networks, Newcastle, NSW (2011) [E3] | ||||
| 2010 | Ford MW, 'Shopping for identity. experiences of inclusion and exclusion in a Northern Territory shopping centre', XVIII ISA World Congress of Sociology: Sociology on the Move Conference Abstracts, Gothenburg, Sweden (2010) [E3] | ||||
| 2010 | Ford MW, Sutton I, Sutton S, 'Developing a transformative education program to sustain economic and lifestyle opportunities for indigenous landholders in Northern Australia', Learning for Life: Sustainability, Global Citizenship and Social Justice. SEAA Biennial Conference with SASOSE Annual Conference. Paper Sessions - Full Abstracts, Adelaide, SA (2010) [E3] | ||||
| Show 7 more conferences | |||||
Grants and Funding
Summary
| Number of grants | 12 |
|---|---|
| Total funding | $210,454 |
Click on a grant title below to expand the full details for that specific grant.
20191 grants / $14,869
Creative Collaborations/"La Sorella": Thinking, promoting and making creativity visible in early childhood education$14,869
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 |
20181 grants / $15,000
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 |
20172 grants / $19,263
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 and 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 |
Investigating the pedagogical environment of a Central Coast Indigenous School: Developing a culturally appropriate research design $4,263
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Margot Ford, Doctor Matthew Wilson-Wheeler |
| Scheme | Linkage Pilot Research Grant |
| Role | Lead |
| Funding Start | 2017 |
| Funding Finish | 2018 |
| GNo | G1701338 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20163 grants / $16,792
Teaching and Learning War: Education and Modern Conflict in an International Comparative Perspective$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Dr James Bennett; Dr Margot Ford |
| Scheme | FEDUA Strategic Networks and Pilot Projects Scheme |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Ourimbah Strategic Research Grant III$982
Funding body: Faculty of Education and Arts
| Funding body | Faculty of Education and Arts |
|---|---|
| Project Team | James Bennett, Margot Ford, Jennifer Debenham and Michael Kilmister |
| Scheme | Ourimbah Strategic Research Grant scheme |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Ourimbah Strategic Research Grant I$810
Funding body: Faculty of Education and Arts
| Funding body | Faculty of Education and Arts |
|---|---|
| Scheme | Ourimbah Strategic Research Grant scheme |
| Role | Investigator |
| Funding Start | 2016 |
| Funding Finish | 2016 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
20141 grants / $140,000
National Exceptional teachers for Disadvantaged School Projects$140,000
Funding body: Origin Foundation
| Funding body | Origin Foundation |
|---|---|
| Project Team | 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 |
20091 grants / $1,000
TASA - The future of sociology, ANU Canberra, 1-4 December 2009$1,000
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Project Team | Doctor Margot Ford |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2009 |
| Funding Finish | 2010 |
| GNo | G0900138 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20081 grants / $915
TASA Re-Imagining Sociology Melbourne, 2/12/2008 - 5/12/2008$915
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Margot Ford |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2008 |
| Funding Finish | 2008 |
| GNo | G0189670 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
20072 grants / $2,615
New Staff Grant 2007$1,500
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Margot Ford |
| Scheme | New Staff Grant |
| Role | Lead |
| Funding Start | 2007 |
| Funding Finish | 2007 |
| GNo | G0187830 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
TASA & SAANZ Joint Conference 2007, The University of Auckland, 4/12/2007 - 7/12/2007$1,115
Funding body: University of Newcastle
| Funding body | University of Newcastle |
|---|---|
| Project Team | Doctor Margot Ford |
| Scheme | Travel Grant |
| Role | Lead |
| Funding Start | 2007 |
| Funding Finish | 2007 |
| GNo | G0188387 |
| Type Of Funding | Internal |
| Category | INTE |
| UON | Y |
Research Supervision
Number of supervisions
Current Supervision
| Commenced | Level of Study | Research Title | Program | Supervisor Type |
|---|---|---|---|---|
| 2021 | PhD | Intentional Teaching and Intentional Learning with Children under Three Years | 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 | Co-Supervisor |
| 2018 | PhD | Searching for the Relationship between Leadership Discourses and Professional Identity in Early Childhood Education and Care and Finding the Professional Phronimos | 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 |
|---|---|---|---|---|
| 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 |
| 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 | Co-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 | Co-Supervisor |
| 2016 | PhD | Walanbaa Warramildanha: Standing Their Ground: Honouring Aboriginal Standpoint to Effect Teachers' Professional Knowledge | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
| 2015 | PhD | Intentional Teaching Practices of Educators and the Development of Creative Thought Processes of Young Children Within Australian Early Childhood Centres | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
| 2012 | PhD | Identity Transitions and the Project of the Self: A Symbolic Interactionist Exploration of Life Histories of Former Members of New Religious Movements | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
Research Projects
Educational Ethics: Dilemmas of Diversity 2017 - 2023
This interdisciplinary study is designed to develop ‘real-life’ case studies to help teachers learn how to make better ethical decisions at work. The research will explore teachers’ critical experiences about ethical choices and identify common difficulties and important characteristics. The project will create rich normative case studies (NCS) of modern ethical dilemmas that are recognisable to experiences in Australian schools. It will contribute to professional development in educational ethics for pre-service and serving teachers.
see: www.educationalethics.org
A three-year fully funded PhD scholarship has been granted in the area of educational ethics with the aim of developing pedagogy to support teacher moral imagination and judgement. The scholarship is attached to an existing program of research about ethical teaching in a pluralist democracy; Educational Ethics: Dilemmas of Diversity. The program focuses on the identification, analysis and interrogation of educational dilemmas which are intrinsic to the moral nature of teachers’ work, but specifically recognisable to Australian teachers’ experiences through the identification of localised social, political, economic, and cultural characteristics and tensions. I congratulate the successful applicant, Ms Sarah Gurr.
For more information about the scholarship please see:
Grants
Educational Ethics: Southern Perspectives on Dilemmas of Diversity
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Educational Ethics: Dilemmas of Diversity Network Strengthening and Project extension
Funding body: University of Newcastle - Faculty of Education and Arts
| Funding body | University of Newcastle - Faculty of Education and Arts |
|---|---|
| Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Publications
Buchanan RA, Forster DJ, 'Digital Dilemmas and the Mediation of the Entrepreneurial Self', Melbourne (2015) [E3]
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)
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)
Forster D, Douglas S, 'Normative Case Study: Aussie Rules? Resentment and refugees', Rotarua, New Zealand (2018)
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)
Buchanan R, 'Digital ethical dilemmas in teaching', Encyclopedia of Teacher Education, Springer, Singapore (2019)
McPherson A, 'Directions in Empirical Studies of Educational Ethics', Encyclopedia of Teacher Education, Springer, Singapore (2019)
Webster RS, 'Education Ethics as Existential Dialectics', Encyclopedia of Teacher Education, Springer, Singapore (2019)
Fallona C, 'Manner in Teaching as an Ethical Aspect of Teacher Conduct', Search Home Log in Encyclopedia of Teacher Education, Springer, Singapore (2019)
Joseph PB, 'Cultivating Moral Imagination Through Teacher Education', Encyclopedia of Teacher Education, Springer, Singapore (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)
Schussler DL, 'Role of Meaningful Disposition Frameworks to Enhance Teachers Moral Practice', Encyclopedia of Teacher Education, Springer, Singapore (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)
Osguthorpe RD, 'Tensions in Moral and Ethical Work of Teaching', Encyclopedia of Teacher Education, Spinger, Singapore (2019)
Maxwell B, McDonough K, Waddington DI, 'Teachers Freedom of Speech in the Classroom', Encyclopedia of Teacher Education, Springer, Singapore (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)
Forster D, 'Teaching through ethical tensions: between social justice, authority and professional codes', Rethinking Reflection and Ethics for Teachers, Springer, Singapore 33-50 (2019) [B1]
Forster D, 'Codes of Professional Ethics and Conduct in Teaching', Encyclopedia of Teacher Education, Springer, Singapore (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)
Students
| Program | Research Title |
|---|---|
| PhD College of Human and Social Futures |
Mapping Tensions in Environmental and Sustainability Education: Considerations for the Sustainability Cross-Curriculum Priority and Educators at the Australian Coal Face |
Collaborators
| Name | Organisation |
|---|---|
| Associate Professor Tom Grant Griffiths | University of Newcastle |
| Doctor Margot Winifred Ford | University of Newcastle |
| Associate Professor Rachel Anne Buchanan | University of Newcastle |
| Doctor Daniella Jasmin Forster | University of Newcastle |
| Doctor Samuel Paul Douglas | University of Newcastle |
Edit
Dr Margot Ford
Position
Honorary Senior Lecturer
Early Childhood/Primary
School of Education
College of Human and Social Futures
Contact Details
| margot.ford@newcastle.edu.au | |
| Phone | (02) 4349 4413 |
| Fax | (02) 4348 4075 |
Office
| Room | HO1.07 |
|---|---|
| Building | Humanities Building |
| Location | Ourimbah 10 Chittaway Road Ourimbah, NSW 2258 Australia |