Professor Penny Jane Burke
Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity
Centre of Excellence for Equity in Higher Ed
- Email:pennyjane.burke@newcastle.edu.au
- Phone:+ 61 2 4921 6538
Subtle processes of exclusion and marginalisation
Equity is not only about lifting concrete barriers but is also about addressing historical exclusions and subtle processes in which the knowledge, experiences and cultures of some communities across the world have been marginalized and ignored, whilst others have been privileged and given prestige and status.
Equity in higher education poses serious challenges because it is bound up with long-standing and deeply entrenched historical inequalities. Our frameworks for equity must be designed with great sensitivity to the profound impact of historically embedded inequalities.
Higher education is historically a space of exclusion - who is seen as having the right to higher education is attached to constructions of potential and capability that value certain histories, knowledge and ways of being and exclude others.
THE POLITICS OF DIFFERENCE AND RECOGNITION
We often think about equity as about providing ‘fair access’ and treating everyone the same. Research foregrounds that we need to be sensitive to difference in the ways we develop both research and practice.
It is imperative to challenge deficit constructions associated with equity. Categorisations are a useful device to identify an appropriate target group for the redistribution of resources, but also contribute to the perpetuation of social divisions and hierarchies through reducing that person or group to one aspect of identity, often in ways that reinforce stigma.
Research has the capacity to shed light on and thus challenge the damaging cycles of misrecognition and misrepresentation that serve to reproduce deep-seated inequalities in and through higher education. Through such research, we can develop inclusive, reflexive and participatory methodological and pedagogical frameworks that recognize, and work with, difference.
CONNECTING RESEARCH AND PRACTICE
Research uncovers that locating equity units at the peripheries of higher education, and failing to ensure that equity strategies and initiatives are institutionally embedded and research-informed, often has the unfortunate effect of reproducing inequalities.
Detaching equity from the main work of the university fails to embed a culture of inclusivity into institutional structures, practices and values.
This legacy of misrecognition shapes views of who can be a university student and restricts our imaginations about what is possible. As a result, precious resources are wasted and opportunities are missed to redistribute opportunities and life chances to those groups and communities who have been historically under-represented in higher education on multiple levels.
Building equitable higher education is imperative to all of our futures - growing inequalities pose a threat to all of us on multiple levels and higher education has a key role to play in ensuring more socially just and thus peaceful and stable societies into the future. The power of higher education is immeasurable and profound.
THE CENTRE OF EXCELLENCE FOR EQUITY IN HIGHER EDUCATION
The Centre of Excellence for Equity in Higher Education, established in 2015, takes a praxis-based approach to equity that brings interdisciplinary and critical research in dialogue with policy and practice, in reciprocal, interdisciplinary and collaborative frameworks.
The centre works with students and communities to develop innovative programs, that are intertwined with research to address the persistent, and often invisible, inequalities that significantly undermine life chances and prevent and limit access to and participation in higher education.
UNDERSTANDING THE IMPACT OF GENDER-BASED VIOLENCE ON ACCESS TO AND PARTICIPATION IN HIGHER EDUCATION
New research examines the impact of gender-based violence on access to and participation in higher education. No previous research has examined the question of equity in higher education through the prism of students who have suffered GBV across their lifetimes.
“The research recognises that higher education can be a space of the reproduction of gendered inequalities. However, higher education also offers the potential for transformation at personal, cultural and social levels. It can be a space to challenge or reinforce the cultures and practices that fuel gender-based violence. The research is beginning to illuminate a complex picture where university might be experienced as life-changing, or as a place of exclusion or indeed as a site of violence and trauma.” (Penny Jane Burke)
Professor Penny Jane Burke in the media:
- Professor Penny Jane Burke spoke with the Campus Review about a new Report on ‘Understanding the impact of gender-based violence on access to and participation in higher education’.
- Professor Penny Jane Burke spoke with the Newcastle Herald.
- University of Newcastle Newsroom article.
Subtle processes of exclusion and marginalisation
Professor Penny Jane Burke is the Co-Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, Australia
Career Summary
Biography
Professor Penny Jane Burke is Global Innovation Chair of Equity and is Director of the Centre of Excellence for Equity in Higher Education at the University of Newcastle, NSW.
Her personal experience of returning to study via an Access to Higher Education (Enabling) program has deeply shaped her tenacious commitment to equity in higher education over the past 20 years. She was awarded a full-time Economic and Social Research Council (ESRC) PhD studentship from 1998-2001 to study student equity, and upon completion of her PhD (University of London), her first sole-authored book Accessing Education effectively widening participation was published in 2002 by Trentham Books.
Following this, she has generated over $3,500,000 in research funding and has published extensively in the field of equity and social justice in education. Her authored books also include Reconceptualising Lifelong Learning: Feminist Interventions (Burke and Jackson, 2007), The Right to Higher Education: Beyond widening participation (Burke, 2012) and Changing Pedagogical Spaces in Higher Education (Burke, Crozier and Misiaszek, 2017, Routledge).
As recipient of the prestigious UK Higher Education Academy’s National Teaching Fellowship award in 2008, Professor Burke has been deeply committed to the development of high quality educational opportunities for students from under-represented backgrounds through research, practice and professional development and she has been keynote and invited speaker at numerous high profile events across the globe. Professor Burke is a member of the Australian Commonwealth Department of Education and Training Equity Research and Innovation Panel.
As a global leader in the field of equity in higher education, she has been invited to contribute to volumes that bring together leading scholars in the field (e.g. Oxford Handbook of Higher Education Systems and University Management (forthcoming), Palgrave International Handbook of Higher Education Policy and Governance (2015), and Springer’s Encyclopedia of International Higher Education Systems and Institutions (2016).
Professor Burke was the Editor of the Taylor & Francis international peer-reviewed journal Teaching in Higher Education. She served as a member of the Society for Research into Higher Education (SRHE) Governing Council and Publications Committee (2012- 2016), and as a member of the editorial board of Gender and Education (2010 – 2014). She was an ESRC panel member of the ‘Future of Higher Education’ steer for the ESRC Large Grant and Research Centre competition, and is an ongoing member of the ESRC Peer Review College.
Professor Burke has also held the post of Professor of Education at University of Sussex (leading Education for the Research Excellence Framework, 2013), Professor of Education at the University of Roehampton (Director of the Centre of Educational Research, in Equalities, Policy and Pedagogy) and Reader in Education at the Institute of Education, University of London (where she was Chair of the Widening Participation Committee, and Head of School, Educational Foundations and Policy Studies).
Qualifications
- PhD, University of London
- Bachelor of Education, College of North East London
- Bachelor of Arts (Honours), Middlesex University
- Master of Education, University of London
Keywords
- access and student experience
- community wellbeing
- culture and agency
- governance
- policy
- practice
Fields of Research
Code | Description | Percentage |
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441010 | Sociology of gender | 50 |
390203 | Sociology of education | 40 |
390303 | Higher education | 10 |
Professional Experience
UON Appointment
Title | Organisation / Department |
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Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity | University of Newcastle Centre of Excellence for Equity in Higher Ed Australia |
Invitations
Contributor
Year | Title / Rationale |
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2007 |
Gender, Access and Participation in Higher Education Invited contribution to “Three Dean Conference”, University of Melbourne. |
Keynote Speaker
Year | Title / Rationale |
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2021 | Inclusive Assessment: Recognising Difference through Communities of Praxis. CRADLE. |
2019 | Looking at university degrees through the lens of equity. Australian Council of Deans of Science, Teaching & Learning. |
2019 | Challenges and Opportunities of creating the Centre of Excellence for Equity in Higher Education: Summer Lecture Series |
2018 | Equity and Quality in Higher Education: Myanmar National Higher Education Conference |
2018 | Generating (new conceptions of) time in higher education: "making" time for change through pedagogical methodologies. Higher Education Close Up Conference. |
2017 | The Equity Practitioners in Higher Education of Australasia (EPHEA) conference |
2015 |
Trans/forming Pedagogical Spaces in Challenging Times National Association of Enabling Educators Australia |
2015 |
Re/Imagining Higher Education Pedagogies: Gender, Emotion and Difference International Gender and Education Association conference |
2014 |
A Discussion on Access and Widening Participation Race and Ethnicity and Higher Education, Runnymede Trust |
2014 |
Changing Pedagogical Spaces: Difference, Diversity & Inclusion Universities Association for Lifelong Learning annual conference |
2013 |
Power, Politics and Pedagogic Possibilities Revisioning the Widening Participation Agenda in Higher Education: Purpose, Policies, Pedagogies and Practice conference |
2013 |
Examining the Im/possibilities of Widening Participation Centre for Social & Educational Research Across the Lifecourse conference on Social Justice in Education |
2012 |
Developing Participatory Pedagogies in Higher Education Swedish Network for Educational Development annual conference |
2012 |
The Right to Higher Education Widening Participation and Equal Opportunities Annual conference |
2012 |
The Right to Higher Education: Access, Participation and Gendered Subjectivities Paulo Freire Forum Biannual Conference |
2011 |
Developing Participatory Pedagogies International Conference on Widening Participation in Higher Education |
2011 |
Developing Inclusive Pedagogical Practices National Conference on Diversity and Equity |
2011 |
Equity in HE Admissions National Conference on Higher Education |
2010 |
Deconstructing the discourses of standards and widening participation National Widening Participation bi-annual conference |
2010 |
Lifelong Learning and the New Agenda for Widening Participation University Association for Lifelong Learning conference |
2009 |
Accessing Higher Education: Gendered Identities and Participation International conference on postcompulsory educational pathways and transitions, AVETRA. |
2008 |
Identity, Access and Lifelong Learning Department of Education seminar series |
2007 |
Social Inclusion in Higher Education, UK/India Policy Dialogue Keynote lecture for this 3 day policy dialogue event, bringing together academics and policy-makers to discuss ways of developing strategies for widening participation in HE. I also led the working group of developing a research strategy for collaboration between India and UK on HE pedagogy. |
2007 |
Lifelong Learning & Widening Participation Conference on Understanding the Education Sector |
2007 | Critiques of Widening Participation Policy and Practice |
2007 |
Researching Widening Participation Keynote speaker and seminar leader to audience of arts lecturers on developing research on widening participation. |
2007 |
Reconceptualising Pedagogical Practices: Issues and Challenges Annual Learning and Teaching Symposium |
2006 |
Theorising Higher Education: Critical Perspectives Conference: Theorising Higher Education Organisations: Critical Approaches 6 day workshop on Researching Higher Education: Qualitative Approaches for the academic staff of Instituto de Ciencias Sociales Administracion |
2001 |
The experiences of access students Access to Higher Education forum |
2001 |
Access to What and For Whom’? Women's Experiences as Mature Students One day conference bringing together colleagues working in the field of access to higher education. |
1998 |
Celebrating Adult Learning National Adult Learner's Week Made the welcoming address and held workshops as guest of honour |
1997 | Access… Is It Really Working? |
Participant
Year | Title / Rationale |
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2022 | UNESCO’s International Institute for Higher Education in Latin America & the Caribbean (UNESCO-IESALC) - Rethinking Merit, for the Right to Higher Education project |
2021 | UNESCO International Seminar on the Evolving Right to Education |
2007 | Saudi Arabian Higher Education |
Speaker
Year | Title / Rationale |
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2020 | Equity in Higher Education. Council of Academic Public Health Institutions Australasia. |
2019 | Temporal inequality and the widening gyres of higher education. Reconceptualising Intersectional Inequality in Higher Education. |
2016 |
Teaching Inclusively: changing pedagogical spaces Teaching and Learning conference 2016 |
2015 |
Access and Widening Participation in Higher Education Society of Research in Higher Education 50th Anniversary Colloquium |
2014 |
Teaching Inclusively: Changing Pedagogical Spaces Teaching and Learning conference |
2014 |
Exploring Social Context in Educational Research Postgraduate Conference |
2014 |
Transforming Pedagogical Spaces: Knowledge, Becoming and Belonging European Conference on Education |
2014 | The Right to Higher Education: Reconceptualising Widening Participation |
2014 |
Education and Social Mobility: Dreams of Success Book launch Kate Hoskins and Bernard Barker |
2013 |
The Right to Higher Education: Pedagogies, Difference and Misrecognition Seminar of the Paulo Freire Centre |
2013 |
Reconceptualising Access to Higher Education: The Politics and Practices of Misrecognition Seminar of Collaboration for the Advance of Medical Education Research and Assessment |
2012 |
Identity, gender and access to lifelong learning Oxford Learning Institute Public seminar series |
2012 |
Examining the Im/possibilities of Widening Participation WP seminar series |
2012 |
Examining the Im/possibilities of Widening Participation SRHE HE Policy Network: Changing Expectations of Universities and the Role of the State: A Historical and Contemporary Analysis |
2010 |
Subject/ed to Widening Participation: On Be(com)ing a Postgraduate Student BERA HE SIG seminar |
2010 |
Art for a Few Institute for Policy Studies in Education, ‘Who fits in the Creative World’ Seminar. Presented with Jackie McManus. |
2010 |
Art for a Few Brighton University, Goldsmiths College, Central St Martins and Kings College London. |
2009 |
Social Justice in Higher Education Higher education seminar series |
2009 |
Developing innovative assessment for professional development and widening participation National conference in the Centre for Work-based Learning |
2009 |
Widening Participation: Identity, Difference and In/equality Higher Education Policy and Practice Seminar series |
2007 |
Possible transformatory and inclusive practices to challenge exclusion in HE Seminar on widening participation |
2007 |
Men Accessing Education: Gendered Aspirations and Choices TLRP/ESRC seminar on social diversity in higher education |
1999 |
QAA (Quality Assurance Agency for Higher Education) Speaker at the national relaunch for Access to Higher Education. Other speakers were Baroness Blackstone, Minister of State for Education and Employment and John Randall, Chief Executive QAA |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (10 outputs)
Year | Citation | Altmetrics | Link | ||
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2022 |
Burke PJ, Coffey J, Gill R, Kanai A, Gender in an Era of Post-truth Populism: Pedagogies, Challenges and Strategies (2022) What does it mean to be pedagogical in a post-truth landscape? How might feminist thought and action work to intervene in this environment? Gender in an Era of Post-truth Populism... [more] What does it mean to be pedagogical in a post-truth landscape? How might feminist thought and action work to intervene in this environment? Gender in an Era of Post-truth Populism draws together leading feminist scholars of gender and education to explore the current significance of the rise of populist policies and discourses and the challenges it poses to the hard-won battles regarding the rights of women, immigrants, and minorities. Offering the first detailed feminist intervention in this space, the collection explores the significance of populism for feminist pedagogies and practices in relation to gender and education. This exploration has significance for broader and urgent questions of our times regarding knowledge, authority, truth, power and harm and considers the potential for feminist interventions in relation to pedagogies and activisms to speak back and disrupt populist agendas.
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2018 | Burke P, Hayton A, Stevenson J, Evaluating Equity and Widening Participation in Higher Education, Trentham Books, UCL IoE Press, London (2018) | ||||
2018 | Burke P, Hayton A, Stevenson J, Evaluating Equity and Widening Participation in Higher Education, Trentham Books, UCL IoE Press, London (2018) | ||||
2017 |
Burke P, Crozier G, Misiaszek L, Changing Pedagogical Spaces in Higher Education: Diversities, Inequalities and Misrecogntion, Routledge, London, 172 (2017) [A1]
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Show 7 more books |
Chapter (25 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Burke PJ, 'Inclusive assessment: Recognising difference through communities of praxis', Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, Routledge, Abingdon, Oxon 87-97 (2023) [B1]
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2023 |
Gordon RB, Lumb M, Bunn M, Burke PJ, 'Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices', Education, Policy and Democracy, Routledge 37-50 (2023)
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2023 |
Burke PJ, 'Inclusive assessment: Recognising difference through communities of praxis', Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment, Routledge, Abingdon, Oxon 87-97 (2023) [B1]
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2021 |
Burke PJ, 'Gender, Neoliberalism and Corporatized Higher Education', The International Handbook of Gender Equity in Higher Education, John Wiley & Sons, Hoboken, NJ 69-90 (2021) [B1]
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2020 | Burke PJ, 'Contestation, contradiction and collaboration in equity and widening participation: In conversation with Geoff Whitty', Knowledge, Policy and Practice in Education: The struggle for social justice, UCL Press, London, UK 233-254 (2020) [B1] | Nova | ||||||
2019 |
David M, Burke PJ, Moreau M-P, 'Macro Changes and the Implications for equality and Social and Gender Justice in Higher Education', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, Oxford, UK 255-266 (2019) [B1]
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2019 |
Burke PJ, David M, Moreau M-P, 'Policy Implications for equity, Gender and Widening Participation in Higher Education', The Oxford Handbook of Higher Education Systems and University Management, Oxford University Press, Oxford, UK 432-452 (2019) [B1]
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2018 |
Burke PJ, Lumb M, 'Researching and evaluating equity and widening participation: praxis-based frameworks', Evaluating Equity and Widening Participation in Higher Education, Trentham, London (2018) [B1]
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2018 |
Stevenson J, Whelan P, Burke PJ, 'Marketisation, Institutional Stratification and Differentiated Pedagogic Approaches', Equality and Differentiation in Marketised Higher Education A New Level Playing Field?, Palgrave Macmillan, Switzerland 149-170 (2018) [B1]
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2018 |
Burke P, 'Trans/Forming Pedagogical Spaces: Race, Belonging and Recognition in Higher Education', Dismantling Race in Higher Education Racism, Whiteness and Decolonising the Academy, Palgrave Macmillan, London 365-382 (2018) [B1]
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2018 |
Burke PJ, Lumb M, 'Researching and evaluating equity and widening participation: praxis-based frameworks', Evaluating Equity and Widening Participation in Higher Education, Trentham, London (2018) [B1]
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2017 |
Stevenson J, Whelan P, Burke PJ, ''Teaching excellence' in the context of frailty', Pedagogic Frailty and Resilience in the University, Sense, Netherlands 63-77 (2017) [B1]
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Show 22 more chapters |
Journal article (56 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Coffey J, Burke PJ, Hardacre S, Parker J, Coccuzoli F, Shaw J, 'Students as victim-survivors: the enduring impacts of gender-based violence for students in higher education', Gender and Education, 35 623-637 (2023) [C1]
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2023 |
Burke PJ, Coffey J, Parker J, Hardacre S, Cocuzzoli F, Shaw J, Haro A, ' It s a lot of shame : understanding the impact of gender-based violence on higher education access and participation', Teaching in Higher Education, (2023) [C1] This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course ... [more] This paper draws on new empirical research examining the impact of gender-based violence (GBV) on students' experiences of higher education. While GBV across the life-course is an extremely prevalent and pressing social problem, it has been invisible within higher education. Indeed, experiences of GBV, which may profoundly shape access to and participation in higher education, are largely perceived as irrelevant to student equity, unless experienced on campus. Institutional silence around the impact of GBV on student equity is related to the gender injustice of misrecognition, whereby the social problem of GBV is located at the personal level. This manifests in the social emotion of shame, experienced at the personal level as disconnection, isolation and not belonging. This paper draws from our analysis of 47 in-depth interviews with student victim/survivors exploring their experiences of higher education to illuminate how deficit discourses and stigmatisation intersect to reproduce gender injustice in higher education.
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2023 |
Burke PJ, Gyamera GO, 'Examining the gendered timescapes of higher education: reflections through letter writing as feminist praxis', Gender and Education, 35 267-281 (2023) [C1] This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It dra... [more] This article examines the significance of neoliberalism in re/shaping the gendered timescapes of higher education in Ghana through its intersection with patriarchal forces. It draws from a project aiming to create non-hierarchical, co-mentoring spaces in which participants collaboratively generate feminist analyses. Letter-writing was identified as a form of feminist praxis and an auto/biographical method to access the multidimensional inequalities women navigated in their careers. Opening counter-hegemonic time¿space and providing feminist conceptual resources, the women explored their aspirations, experiences, and subjectivities. In Ghana, women are attempting to balance the accelerated temporalities of neoliberal higher education, as productive subjects, with the explicit demands of patriarchy, which construct them primarily in reproductive terms as wives and mothers. Our collective reflections illustrate that intersecting forces are at play that impact women¿s higher education careers in unpredictable and contradictory ways.
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2022 |
Bunn M, Burke PJ, Threadgold S, 'Classed trajectories in higher education and the graduate labour market: affective affinities in a 'meritocracy'', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 43 1273-1287 (2022) [C1]
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2022 |
Gordon RB, Lumb M, Bunn M, Burke PJ, 'Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices', Journal of Educational Administration and History, 54 277-290 (2022) [C1] Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in... [more] Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in higher education, for which evaluation is often required to measure ¿what works¿. Although evaluation has a ¿fundamentally social, political, and value-oriented character¿ (Guba and Lincoln. 1989. Fourth Generation Evaluation. Newbury Park, CA: Sage, 7), an experimental approach, situated within hegemonic positivist epistemologies, has tended to prevail. In this paper, we argue that it is misguided to pursue evaluation with an apolitical pretext of independence and objectivity. Drawing on Butler¿s concept of performativity, we explore how hegemonic anti-democratic evaluation practices can potentially re-inscribe and reproduce the very inequalities that WP seeks to address. By critiquing the technologies of evaluation, we lay out one way of understanding how democratic evaluation practices can reclaim evaluation to make possible more diverse and socially just worlds.
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2021 |
Cook J, Burke PJ, Bunn M, Cuervo H, 'Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University', EDUCATIONAL REVIEW, 74 630-644 (2021) [C1]
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2021 |
Burke PJ, Cameron C, Fuller E, Hollingworth K, 'The relational navigator: a pedagogical reframing of widening educational participation for care-experienced young people', International Journal of Social Pedagogy, 10 (2021) [C1]
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2021 |
Coffey J, Cook J, Farrugia D, Threadgold S, Burke PJ, 'Intersecting marginalities: International students' struggles for "survival" in COVID-19', GENDER WORK AND ORGANIZATION, 28 1337-1351 (2021) [C1]
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2020 |
Bunn M, Threadgold S, Burke P, 'Class in Australian higher education: The university as a site of social reproduction', JOURNAL OF SOCIOLOGY, 56 422-438 (2020) [C1]
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2020 |
Read B, Burke PJ, Crozier G, ' It is like school sometimes : friendship and sociality on university campuses and patterns of social inequality', Discourse-Studies in the Cultural Politics of Education, 41 70-82 (2020) [C1]
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2020 |
Lumb M, Burke PJ, Bennett A, 'Obscenity and fabrication in equity and widening participation methodologies', British Educational Research Journal, (2020) [C1]
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2020 |
Burke PJ, Manathunga C, 'The timescapes of teaching in Higher Education', Teaching in Higher Education, 25 663-668 (2020) [C1]
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2019 |
Lumb M, Burke PJ, 'Re/cognising the discursive fr/Ames of equity and widening participation in higher education', INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 28 215-236 (2019) [C1]
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2019 |
Bunn M, Bennett AK, Burke PJ, 'In the anytime: Flexible time structures, student experience and temporal equity in higher education', TIME & SOCIETY, 28 1409-1428 (2019) [C1]
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2018 |
Bennett AK, Burke P, 'Re/conceptualising time and temporality: an exploration of time in higher education', Discourse, 39 913-925 (2018) [C1]
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2018 |
Burke PJ, Carolissen R, 'Gender, post-truth populism and higher education pedagogies', Teaching in Higher Education, 23 543-547 (2018) [C1]
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2018 |
Jane Burke P, Whitty G, 'Equity Issues in Teaching and Teacher Education', Peabody Journal of Education, 93 272-284 (2018) [C1]
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2018 |
Gyamera GO, Burke PJ, 'Neoliberalism and curriculum in higher education: a post-colonial analyses', TEACHING IN HIGHER EDUCATION, 23 450-467 (2018) [C1]
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2017 |
Burke PJ, 'Difference in higher education pedagogies: gender, emotion and shame', Gender and Education, 29 430-444 (2017) [C1] This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of ¿shame¿. I use the term ¿pedagogic partic... [more] This paper draws attention to gendered inequalities in relation to pedagogic participation, the politics of difference and the concept of ¿shame¿. I use the term ¿pedagogic participation¿ to illuminate the relationship between formations of difference, policy concerns to improve ¿equity¿ and higher education participation in and across contested pedagogical spaces. Engaging feminist critiques and analyses of pedagogical practices and ¿inclusion¿, I consider possibilities for creating ¿parity of participation¿ in relation to the social justice struggles of redistribution, recognition, representation and embodied subjectivities. How might students and teachers create spaces for the parity of participation across and among these three inter-related social justice domains and formations of difference in ways that acknowledge the lived and embodied politics of emotion and shame? Through exploring this question, I aim to re/imagine difference as a critical resource for opening up ethical, praxis-based pedagogical spaces and relations.
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2017 |
Webb S, Burke P, Nichols S, Roberts S, Stahl G, Threadgold SR, Wilkinson J, 'Thinking with and beyond Bourdieu in widening higher education participation', Studies in Continuing Education, 39 138-160 (2017) [C1]
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2016 |
Crozier G, Burke PJ, Archer L, 'Peer relations in higher education: raced, classed and gendered constructions and Othering', Whiteness and Education, 1 39-53 (2016) [C1]
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2016 |
Clegg S, Stevenson J, Burke P-J, 'Translating close-up research into action: a critical reflection', REFLECTIVE PRACTICE, 17 233-244 (2016) [C1]
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2011 |
Burke PJ, McManus J, 'Art for a few: exclusions and misrecognitions in higher education admissions practices', DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 32 699-712 (2011) [C1]
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2011 |
Burke PJ, 'Schooling in disadvantaged communities: playing the game from the back of the field', CAMBRIDGE JOURNAL OF EDUCATION, 41 227-228 (2011)
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2011 |
Burke PJ, 'Masculinity, subjectivity and neoliberalism in men's accounts of migration and higher educational participation', GENDER AND EDUCATION, 23 169-184 (2011) [C1]
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2011 |
Burke PJ, 'Global inequalities and higher education: whose interests are we serving?', CRITICAL STUDIES IN EDUCATION, 52 295-297 (2011)
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Conference (51 outputs)
Year | Citation | Altmetrics | Link | ||
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2021 |
Burke PJ, Coffey J, Hardacre S, Cocuzzoli F, 'Exploring the impact of gender-based violence on university participation', Online conference (2021)
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2019 |
Bunn M, Threadgold S, Burke PJ, 'Inequality, the accumulation of being and the implications for widening participation.', Newcastle, Australia (2019)
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2018 |
Bunn M, Threadgold S, Burke PJ, 'Class matters in Australian HE: exploring the relevance of class analysis in explaining disadvantage in an Australian University', Newport Wales, UK (2018)
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2015 |
Burke PJ, Bennett AK, 'Capability, belonging and mis/recognition in higher education', SRHE Annual Conference Papers, Newport, UK (2015) [E1]
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Show 48 more conferences |
Other (5 outputs)
Year | Citation | Altmetrics | Link | ||
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2020 | Burke PJ, Misiaszek LI, Sader S, Carolissen R, Gyamera G, Hale S, et al., 'Occasional Paper 3: Stories from Praxis', : Centre of Excellence for Equity in Higher Education (2020) | ||||
2020 |
Allen K, ' Success to me is learning, regardless of my grade : Why we should be disrupting narrow and exclusive discourses of success in higher education', An invitation to reconceptualise widening participation through praxis. University of Newcastle: Centre of Excellence for Equity in Higher Education (2020)
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2020 | Burke PJ, Misiaszek LI, Sader S, Carolissen R, Gyamera G, Hale S, et al., 'Occasional Paper 3: Stories from Praxis', : Centre of Excellence for Equity in Higher Education (2020) | ||||
Show 2 more others |
Report (17 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2022 |
Burke PJ, Coffey J, Cocuzzoli F, Hardacre S, Parker J, Ramsay G, Shaw J, 'Understanding the impact of gender-based violence on access to and participation in higher education', Centre of Excellence for Equity in Higher Education (2022)
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2021 |
Bourke S, Burke PJ, Darney S, Gordon R, Lumb M, Smith S, 'Children s University Newcastle Evaluation Report', University of Newcastle (2021)
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2021 |
Cook J, Bunn M, Burke PJ, Cuervo H, Hardacre S, Blunden J, 'Housing matters: Understanding the housing experiences of undergraduate regional, rural and remote students living outside the family home', National Center for Student Equity in Higher Education, 77 (2021)
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Show 14 more reports |
Grants and Funding
Summary
Number of grants | 22 |
---|---|
Total funding | $3,980,956 |
Click on a grant title below to expand the full details for that specific grant.
20222 grants / $53,000
Reclaiming My Place: the nexus between research and practice$48,000
Funding body: Anonymous
Funding body | Anonymous |
---|---|
Project Team | Professor Penny Jane Burke, Mrs Felicity Cocuzzoli, Doctor Rhyall Gordon, Doctor Matt Lumb |
Scheme | Research and Scholarship Support |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2023 |
GNo | G2200754 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
Inter-agency collaboration to develop post-crisis pathways to highereducation for victim-survivors of domestic violence$5,000
Funding body: College of Human and Social Futures | University of Newcastle
Funding body | College of Human and Social Futures | University of Newcastle |
---|---|
Project Team | Prof Penny Jane Burke (lead), Mrs Felicity Cocuzzoli, Dr Julia Coffey, Dr Jean Parker, Dr Stephanie Hardacre |
Scheme | CHSF - Matched Funding |
Role | Lead |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20211 grants / $1,260
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 |
---|---|
Project Team | Dr Julie Coffey |
Scheme | CHSF - Early Advice Scheme |
Role | Investigator |
Funding Start | 2021 |
Funding Finish | 2021 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20193 grants / $385,484
Success from the Perspective of the Successful: Low SES Students, Success and Completion in Higher Education$235,737
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Professor Penny Jane Burke, Doctor Olivia Evans, Associate Professor Anna Bennett, Professor Sarah O'Shea, Mrs Kristen Allen, Associate Professor Nida Denson, Nida Denson, Professor Peter Howley, Doctor Suzanne Macqueen, Dr Carmen Mills, Carmen Mills, Dr Ryan Naylor, Ryan Naylor, Associate Professor Maria Raciti, Ms Olivia Evans, Maria Raciti, Aprof MARK Rubin |
Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2022 |
GNo | G1900344 |
Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
Category | 2100 |
UON | Y |
International Review of equity in higher education$114,627
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Professor Penny Jane Burke, Professor Peter Howley, Professor Andrew Brown, Doctor Matthew Bunn, Doctor Matt Lumb, Ms Belinda Munn, Dr William Locke |
Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2020 |
GNo | G1900518 |
Type Of Funding | C2200 - Aust Commonwealth – Other |
Category | 2200 |
UON | Y |
Housing matters: understanding the housing experiences of undergraduate regional and remote students living outside the family home$35,120
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Doctor Julia Cook, Doctor Matthew Bunn, Professor Penny Jane Burke |
Scheme | Research Grants Program |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | G1901066 |
Type Of Funding | C2200 - Aust Commonwealth – Other |
Category | 2200 |
UON | Y |
20175 grants / $885,671
Professional development in equity interventions for school teachers$601,532
Funding body: Department of Education and Training
Funding body | Department of Education and Training |
---|---|
Project Team | Laureate Professor Jennifer Gore, Professor Penny Jane Burke, Professor Peter Howley, Associate Professor Maree Gruppetta, Associate Professor Jess Harris, Professor Elena Prieto-Rodriguez, Doctor Leanne Fray, Doctor Adam Lloyd, Dr Andrew Harvey, Professor Jo Lampert |
Scheme | Higher Education Participation and Partnerships Programme (HEPPP) |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2019 |
GNo | G1701442 |
Type Of Funding | C2110 - Aust Commonwealth - Own Purpose |
Category | 2110 |
UON | Y |
International Network for Gender, Social Justice and Praxis Research$170,000
The Network develops research and innovative pedagogical resources on issues of gender and social justice. The Network is focused on promoting more equitable access to and participation in lifelong learning and higher education around the world, particularly for women. The purpose of this funding is to develop and pilot innovative methods that share knowledge in a way that has an impact on communities and individuals beyond the immediate network members. Outcomes of the Network include: Colloqiums and Symposia in South Africa and Australia, two research publications: Occasional Paper 2: International Network for Gender, Social Justice and Praxis and Occasional Paper 3: Stories from Praxis, and the development and production of CPD resources.
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Penny Jane Burke, Gifty Oforiwaa Gyamera, Saajidha Sader, Ronnelle Carolissen, Relebohile Moletsane, Nonhlanha Mthyiane, Lauren Ila Misiaszek, Gada Kadoda, Sondra Hale. |
Scheme | University of Newcastle Vice Chancellor - Research making a difference |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Evaluation for Equity$101,320
Funding body: Anonymous
Funding body | Anonymous |
---|---|
Project Team | Professor Penny Jane Burke, Doctor Matt Lumb, Doctor Rhyall Gordon, Mrs Selina Darney, Mr David Pearson |
Scheme | Research and Scholarship Support |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2020 |
GNo | G1701461 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
P-Tech Think Tank$9,091
Funding body: IBM Australia and New Zealand
Funding body | IBM Australia and New Zealand |
---|---|
Project Team | Doctor Matthew Bunn, Doctor Matt Lumb, Professor Penny Jane Burke |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1701621 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
Educational futures: exploring emerging educational models in regional NSW and their impact upon student engagement and access to higher education$3,728
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Penny Jane Burke, Professor John Fischetti, Doctor Matthew Bunn, Doctor Matt Lumb |
Scheme | Linkage Pilot Research Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | G1701351 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20162 grants / $234,191
Faculty matching funding for UON PRC scheme 2016/17$200,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Prof Max Smith; Prof Penny Jane Bourke, Prof Tracy Levett Jones; Dr Elena Prieto-Rodriguez; Dr Drew Miller; Dr Adam Lloyd; Dr Leanne Fray; Dr Jess Harris; Mr Hywel Ellis |
Scheme | Faculty funding |
Role | Investigator |
Funding Start | 2016 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
It's About Time: working towards more equitable understandings of the impact of time for students in higher education$34,191
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Professor Penny Jane Burke, Associate Professor Anna Bennett, Professor Jacqueline Stevenson |
Scheme | Research Grants Program |
Role | Lead |
Funding Start | 2016 |
Funding Finish | 2016 |
GNo | G1600939 |
Type Of Funding | C2100 - Aust Commonwealth – Own Purpose |
Category | 2100 |
UON | Y |
20152 grants / $85,350
Wiser Women: Educational Aspirations and Participation of Indigenous Women of Reproductive Age in Regional, Rural and Remote Communities$55,660
Funding body: Leslie Family Foundation
Funding body | Leslie Family Foundation |
---|---|
Project Team | Associate Professor Kym Rae, Professor Peter Radoll, Associate Professor Maree Gruppetta, Associate Professor Seamus Fagan, Ms Sher Campbell, Professor Penny Jane Burke |
Scheme | Research Project |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501246 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
Capability, Belonging and Equity in Higher Education: Developing Inclusive Approaches$29,690
Funding body: National Centre for Student Equity in Higher Education (NCSEHE)
Funding body | National Centre for Student Equity in Higher Education (NCSEHE) |
---|---|
Project Team | Professor Penny Jane Burke, Associate Professor Anna Bennett, Associate Professor Seamus Fagan, Mrs Catherine Burgess, Aprof JANE Maguire, Associate Professor Erica Southgate, Associate Professor Shamus Smith |
Scheme | Research Grants Program |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500360 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
20131 grants / $38,000
Pedagogic stratification and the shifting landscape in Higher Education$38,000
Funding body: Higher Education Academy
Funding body | Higher Education Academy |
---|---|
Project Team | Jacqueline Stephens |
Scheme | Unknown |
Role | Investigator |
Funding Start | 2013 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20111 grants / $1,200,000
Educational Access for All in Serbia$1,200,000
Funding body: Tempus EU
Funding body | Tempus EU |
---|---|
Project Team | Dr Gorana Djoric |
Scheme | Unknown |
Role | Investigator |
Funding Start | 2011 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20101 grants / $400,000
Formations of Gender and Higher Education Pedagogies$400,000
Funding body: Higher Education Academy
Funding body | Higher Education Academy |
---|---|
Project Team | Penny Burke |
Scheme | Unknown |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2012 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20091 grants / $400,000
Facilitating Transitions to Masters Level Learning$400,000
Funding body: Higher Education Academy
Funding body | Higher Education Academy |
---|---|
Project Team | Professor David Scott |
Scheme | Unknown |
Role | Investigator |
Funding Start | 2009 |
Funding Finish | 2011 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20071 grants / $155,000
Art for a Few: Exclusions & Misrecognitions in Art and Design Higher Education Admissions$155,000
Funding body: National Arts Learning Network
Funding body | National Arts Learning Network |
---|---|
Project Team | Penny Burke |
Scheme | Unknown |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2009 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20061 grants / $48,000
Developing innovative assessment approaches for work-based learning and widening participation$48,000
Funding body: Institute of Education
Funding body | Institute of Education |
---|---|
Project Team | Penny Burke |
Scheme | Centre for Teaching and Learning |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2007 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
20041 grants / $95,000
Masculinities and Educational Participation: Men Returning To Study$95,000
Funding body: Economic and Social Research Council
Funding body | Economic and Social Research Council |
---|---|
Project Team | Penny Burke |
Scheme | Unknown |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2006 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | PhD | From Steel City To The Knowledge Economy: Class Struggle, Capital And Power Within The Higher Education Experiences And Outcomes For Working Class Students In The Illawarra | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | Understanding The Impacts Of Gender-Based-Violence On Access To And Participation In Higher Education In Ghana’s Public Universities. | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2023 | PhD | What Contributes to Indigenous Students’ Participation and Sense of Belonging, in Schools Identified as being Successful in Indigenous Student Engagement? | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2023 | PhD | Factors Identified in Indigenous Women Students’ Success in Higher Education: A Comparative Study to Implement Better Public Policies | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2022 | PhD | Building Science Capability in Higher Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | Home, Hope and the Gatekeepers of Life Long Learning | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | (Re) Constructing the Invisible: Religious and Gendered Subjectivities in Higher Educational Spaces - Aspiration, Access and Impact | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | The Stories Behind the Figures: Successes Occurring for Enabling Students That the Data isn't Showing. Is it Time to Revisit the Definition of 'Success' in Higher Education to be More Inclusive? | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | Working within, without and between: identities, power/s and mis/recognitions of Third Space professionals in higher education | PhD (Sociology & Anthropology), 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 | Decolonising Higher Education: (re)conceptualising knowing and knowledge in pedagogical spaces | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Re/cognising the fr/Ames of University Equity Outreach: A Cautionary Tale of Unintended Consequences in Australian Equity and Widening Participation Policy, Practice and Evaluation | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | Heterodox forms of university ownership/control, governance, financing and organisation structure | Education, University of Roehampton | Co-Supervisor |
2016 | PhD | Discovering self, disarming shame. The Collegiate experience of the daughters of lone mothers in the UK and US | Education, University of Sussex | Principal Supervisor |
2014 | PhD | Internationalisation of Higher Education in Ghana | Education, Unknown | Principal Supervisor |
2014 | PhD | Quality and Power in Higher Education in Mexico | Education, Institute of Education | Principal Supervisor |
2013 | PhD | Pedagogical experiences and identities in primary mathematics | Education, Unknown | Principal Supervisor |
2013 | PhD | Enhancing graduate opportunities: have employability enhancements aimed at increasing employability helped graduates obtain a graduate level job? | Education, Unknown | Principal Supervisor |
2011 | PhD | Power, pedagogy and English studies | Education, Unknown | Principal Supervisor |
2011 | PhD | Exploring 'what works': a feminist post-structuralist critique of the cognitive-behavioural programmes run by the National Probation Service | Education, Unknown | Principal Supervisor |
2011 | PhD | Growing to know: Success of minority ethnic boys | Education, Unknown | Principal Supervisor |
2010 | PhD | International student identities in Higher Education | Education, Unknown | Principal Supervisor |
2007 | PhD | Assessment practices in Higher Education | Education, Unknown | Principal Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
---|---|---|
Australia | 35 | |
United Kingdom | 29 | |
China | 2 | |
Ghana | 2 | |
United States | 2 | |
More... |
News
News • 30 Oct 2023
Welcome to three UNESCO Chair Scholars
Over the last few months, we have been thrilled to welcome three new PhD scholars, funded under the UNESCO Chair in Equity, Social Justice and Higher Education at the University of Newcastle.
News • 28 Jun 2022
Tertiary system can better support victims of gender-based violence
New research by the University of Newcastle has found students who are victim-survivors of gender-based violence overcome major challenges to access and fully participate in higher education – and the institution is pushing for change.
News • 20 Jun 2021
Understanding the impact of gender based violence on access to and participation in higher education
A team at the University of Newcastle, Professor Penny Jane Burke, Dr Julia Coffey, Felicity Cocuzzoli and Dr Stephanie Hardacre, have launched a new research agenda to explore the impact of gendered violence on access to and participation in higher education.
News • 28 Jul 2020
Professor Penny Jane Burke joins new Australian Equity in Higher Education Panel
Last week Professor Penny Jane Burke (Centre of Excellence for Equity in Higher Education) attended the first meeting of the new Federal government Equity in Higher Education Panel (EHEP) as one of two invited research experts in the field.
News • 12 May 2020
Collaboration with the University of Bath through Global Chair role
The award of the 2020-2021 Global Chair role to Professor Penny Jane Burke will support ongoing research collaboration with the University of Bath. Professor Burke will provide mentorship to colleagues in the UK and co-develop research projects and online courses.
News • 15 Apr 2019
Research team to develop an International Literature Review on Equity in Higher Education
A research team from University of Newcastle and University of Melbourne have been awarded a grant from the Australian Department of Education and Training, under the HEPPP National Priority Pool scheme, to develop an International Literature Review on Equity in Higher Education. This work will be a significant asset for the Australian field of Equity in Higher Education.
News • 28 Apr 2017
University deadlines affecting student engagement
A new report shows many equity students in higher education are challenged by institutional expectations about time, with time management impacted by the competing imperatives of study, work and personal commitments.
News • 25 Nov 2016
"Higher Education was life saving for me"
For White Ribbon Day 2016, UON's Professor Penny Jane Burke, Director of the Centre of Excellence for Equity in Higher Education features in the Newcastle Herald speaking about the transformative power of education and how her life story inspired her son to make an award-wining film Still Waters.
Professor Penny Jane Burke
Position
Director, Centre of Excellence for Equity in Higher Education and Global Innovation Chair of Equity
Centre of Excellence for Equity in Higher Ed
College of Human and Social Futures
Contact Details
pennyjane.burke@newcastle.edu.au | |
Phone | + 61 2 4921 6538 |
Office
Room | IDC.214 |
---|---|
Building | IDC Building |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |