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Personal profile

Biography

Julie Faulkner is a senior lecturer at Monash University, Melbourne. She writes and teaches on matters of literacy, popular culture, identity and digital reading and writing practices. Her publications include the role of Information and Communication Technologies in curriculum innovation, the development and use of a virtual school in preservice teacher education and the efficacies of pedagogies of discomfort. She has edited Disrupting Pedagogies in the Knowledge Society: Countering Conservative Norms with Creative Approaches(IGI Global), and has jointly edited Learning to Teach: New Time, New Practices (Oxford University Press), currently in second edition. Julie has supervised a number of Masters and PhD students to completion, across areas of curriculum design, intercultural communication pedagogies, transition from school to university, critical reading practices and computer games as learning environments.

Research interests

  • Language and literacies
  • New media learning environments
  • Popular culture and links between out-of-school and in-school learning practices
  • Disruptive pedagogies
  • Social contexts of schooling
  • Curriculum and pedagogical design
  • Teacher identity and representation

Research area keywords

  • Popular culture
  • digital literacies
  • teacher identity
  • disruptive pedagogies

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Projects 2016 2017

Research Output 2005 2020

Hopes and dreams: capturing what is not there

Keary, A. & Faulkner, J., 2020, Education, work and catholic life: Stories of three generations of Australian mothers and daughters. Keary, A. (ed.). 1st ed. Singapore Singapore: Springer, p. 151-162 12 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Stories that memorabilia tell in mother-daughter exchanges

Keary, A. & Faulkner, J., 2020, Education, work and Catholic life: Stories of three generations of Australian mothers and daughters. Keary, A. (ed.). 1st ed. Singapore Singapore: Springer, p. 179-199 21 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Building bridges between schools and everyday learning spaces for refugee students: a response to Eileen Honan

Wilkinson, J. & Faulkner, J., Oct 2019, In : Literacy Learning: the Middle Years. 27, 3, p. 26-30 5 p.

Research output: Contribution to journalArticleOtherpeer-review

‘What is finger knitting?’ Chinese pre-service teachers’ initial professional experience in Australian early childhood education

Zheng, H., Keary, A. & Faulkner, J., 2018, Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning. Fitzgerald, A., Parr, G. & Williams, J. (eds.). 1st ed. Singapore Singapore: Springer, p. 123-139 17 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

3 Citations (Scopus)

Dialogue and reciprocity in an international teaching practicum

Parr, G., Faulkner, J. & Rowe, C., 2017, In : Asia-Pacific Journal of Teacher Education. 45, 2, p. 162-179 18 p.

Research output: Contribution to journalArticleResearchpeer-review