Regan Gauci

Bio: Regan Gauci is an academic researcher. The author has contributed to research in topics: Cultural diversity & Inclusion (education). The author has an hindex of 1, co-authored 1 publications receiving 7 citations.

Teaching Asia: English Pedagogy and Asia Literacy within the Australian Curriculum

Abstract: Introduction Over the last decade, the changing landscape of Australia's curriculum development and implementation has demonstrated a strong emphasis on ensuring that Australian students have the knowledge, skills, and capabilities to participate within an increasingly globalised world. Consequently, there is a focus on students becoming 'Asia literate', which includes 'the capacity to reflect upon and explore cultural differences in the Asian region [and] the ability to understand Asian cultures and gain knowledge about Asian people and their histories' (Asia Literacy Teachers' Association of Australia, 2016, para. 2). The steadily growing migration levels of people from countries within the Asia region to Australia, coupled with a growing emphasis on developing culturally inclusive and relevant pedagogy, is highly reflective of the push for Australian school students to become 'Asia literate' (Australian Bureau of Statistics (ABS), 2016; Burridge, Buchanan & Chodkiewicz, 2009; Harris, 2013). In 2015, the New South Wales K-10 English Syllabus was fully implemented across the state. One unique aspect of this new syllabus was the inclusion of three cross-curriculum priorities, which were aimed to 'provide dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas' (ACARA, 2016a, para 1). The inclusion of one of these priorities, 'Asia and Australia's engagement with Asia', reflects the deepening ties between Australia and countries within the Asia region in the spheres of economics, politics, migration and trade. This is particularly highlighted by the Australian Curriculum, Assessment and Reporting Authority, which state that the inclusion of this priority 'reflects Australia's extensive engagement with Asia in social, cultural, political and economic spheres' (ACARA, 2016b, para 4). The inclusion of the cross-curriculum priorities highlight that a sociocultural approach to education has influenced the construction of the Australian F--10 Curriculum, in that the cross-curriculum priorities are reflective of the current social context of Australian students. However, it does beg the question as to what attitudes English teachers hold toward teaching texts that address this outcome, particularly when it comes to issues concerning accessibility, cultural understanding and content knowledge. Though this cross-curriculum priority may encourage English teachers to explore rich literary traditions, compelling text types, and diverse subject matter, there is a risk that such topics are explored in a way that is tokenistic, or otherwise culturally insensitive. Potential factors leading to this risk may include the broadly defined geographic region that is Asia, a lack of understanding of cultural relativism, or teachers' lack of confidence in their abilities to effectively cover subject matter. To examine these concepts, this study sought to identify the factors that have influenced the attitudes and, in turn, practices that high school English teachers have towards teaching 'Asia and Australia's engagement with Asia', in order to understand the implications this has on the enactment of the New South Wales K-10 English Syllabus. Research questions The study asked: What are New South Wales English teachers' attitudes and practices toward addressing the cross-curriculum priority 'Asia and Australia's engagement with Asia'? To examine this, the following research questions informed this study: 1. What specific factors have led to, or influenced, high school English teachers' attitudes towards addressing this cross-curriculum priority? 2. How do English teachers define 'Asia', and what implications does this have when addressing the cross-curriculum priority? 3. To what extent do teachers identify the political and economic motivations behind the inclusion of the cross-curriculum priority? …

Sociocultural theories and their application in information literacy research and education

Abstract: Drawing on the example of a recent study (Wang, 2010), this paper discusses the application of a sociocultural approach to information literacy research and curriculat design. First, it describes the foundation of this research approach in sociocultural theories, in particular Vygotsky's sociocultural theory. Then it presents key theoretical principles arising from the research and describes how the sociocultural approach enabled the establishment of collaborative partnerships between information professionals and academic and teaching support staff in a community of practice for information literacy integration.

Multiliteracies, Asian linguistic engagement and the Australian curriculum

Abstract: Education is expected to be both relevant to the lives of students and address the contemporary issues they face. In the Australian Curriculum and the education goals of the Melbourne Declaration, Asia and Australia's engagement with Asia is a national educational priority. Enabling all young Australians to develop knowledge of the languages and a better understanding of the cultures of countries throughout the Asia region develops their appreciation of the economic, political and cultural interconnections that Australia has with the region.

Book Review - Conducting Qualitative Research of Learning in Online Spaces

Abstract: This book, while not extensive, is well-structured and well-written. The authors effectively and efficiently deliver on the various aspects of conducting qualitative research of learning in online spaces. The combined rich and varied experiences from the authors in qualitative research experiences are impressive. Readers of this book can benefit from the consistent structure and concise language used in explaining important aspects on conducting qualitative research in online spaces. The authors succinctly yet clearly discuss research paradigms and philosophical stances early in the book. This provides a good basis for their book. It will help inform different level of graduate students and serve as a refresher for seasoned researchers.

English teachers and the Asia Literacy Priority: Is it really a priority?

Abstract: The recently developed Australian Curriculum consists of eight Learning Areas, seven General Capabilities and three Cross Curricular Priorities. Negotiating all three dimensions is challenging for learning area and discipline specialists particularly when no system level accountability exists for two of the three cross curriculum priorities. Asia and Australia’s engagement with Asia, one of the non-assessed Cross-Curricular Priorities, is expected to be delivered by teachers in all learning areas. However, in an environment where the numbers of students studying Asian languages is in decline, it is often through the compulsory subject of English that students are exposed to Asian peoples and cultures. This study highlights how policy is enacted. It reveals how Asia Literacy becomes a personal choice for English teachers and considers the complex issues impacting both its adoption and assessment in secondary school settings. It also exposes how the intersection of Asia literacies and the key element ‘intercultural understanding’ within the General Capabilities is reinforced. The findings examine text choice and consider how teachers access professional development without the impetus of cogent policy. Findings also reveal where the new curriculum and associated documentation can be conflicting regarding the provision of parameters and expectations about the enactment of Asia Literacy. In this atmosphere of educational uncertainty and within an already packed syllabus, the voices of four high school English teachers provide insight into their lived experience of negotiating Asia Literacy in culturally diverse classrooms. The research clarifies how the broader educational sector can support teachers including reinforcing the need for Asia Literacy to be prioritised in a wider range of regulatory and professional documentation. In these ways, the stated aim of using policy to create a more prosperous nation that engages in building strong relationships with Asia can be better realised.