Felstead, Karen

Karen Felstead

Position: Lecturer, Literacy (including Early Childhood Education)
Study area: Education
Location: Mt Helen Campus, T Building, Room T312
Phone: 5327 6167
Email: k.felstead@federation.edu.au
ORCID ID: 0000-0001-8851-3764

Qualifications

Doctor of Philosophy – Federation University Australia - 2020

Master of Arts - Applied Linguistics - University of London - 2005

Master of Education - University of Ballarat - 2001

Bachelor of Education - University of Ballarat - 1989

Graduate Diploma of Music - University of Ballarat - 1984

Diploma of Teaching Primary - State College of Victoria: Toorak - 1981

Teaching

Courses

  • Bachelor of Education (Early Childhood and Primary)
  • Bachelor of Education (Early Childhood Education)
  • Bachelor of Education (Primary)
  • Bachelor of Education Studies
  • Bachelor of Speech Pathology
  • Master of Education (Early Childhood)
  • Master of Specialist Teaching

Unit(s)

  • Transition to the Profession 1 (EDBED2114)
  • Multiliteracies in a Global World (EDBED4112)
  • Early Childhood Language and Literacy (EDECE2020 and EDMAS6032)
  • Language Development and Impairment (EDBSP2026)
  • Collaborative Interventions in Early Childhood (EDMST6116)

Biography

Karen has worked at Federation University since 2007, teaching across Early Childhood, Bachelor and Master Level programs. Karen has an extensive teaching background in regional and primary schools in Victoria, Australia, and has also worked overseas in an early childhood and primary setting in London.  Postgraduate studies in education and applied linguistics have strengthened Karen’s understandings of English as an additional language or dialect and the importance of inclusive teaching practices when working with vulnerable young children and families.

Karen has supervised several postgraduate students in the completion of their minor thesis and is currently an Associate Supervisor for two doctoral students.

Areas of Expertise

Karen’s doctoral research focused specifically on vulnerable and marginalised young mothers and their discursive positioning in social and educational contexts. Through a post structural lens, the research drew attention to the structures and barriers that contributed to social and material effects of early parenthood. The study incorporated a qualitative study design using narrative inquiry and discourse analysis.

Research interests

  • Social justice, diversity and inclusion in education
  • Language and literacy development across early childhood and school contexts
  • First and second language acquisition of young learners
  • Supporting children with language impairment

Supervision

Karen is currently available as an Associate Supervisor for post-graduate students and a Supervisor for students undertaking a Master degree or Graduate Certificate in Research minor thesis.

Current Associate Supervisor for the following PhD candidates:

  • Constructions of meaning for nature pedagogy by early childhood teachers: Thoughts, actions, constraints and opportunities
  • Successful TAFE teacher pedagogies and practices: Reengaging early school leavers

Previous supervision experience: Associate Supervisor - Master of Research (converted to PhD)

  • Second Language Acquisition in a study abroad context

Karen has successfully supervised minor theses in the Master of Education (course work) and the Graduate Certificate of Research.

Master of Education Studies Minor Thesis completions:

  • Mothers discuss their children beginning primary school: A case study of perspectives mothers have when their children begin formal schooling.
  • Teacher understandings of literacy in the context of contemporary literacy education.
  • From Pergamum to Pallanteum: a journey across the landscape of language acquisition and the teaching of grammar.
  • The influence of music on preschool children's artistic expression.
  • Teachers’ perceptions of the use of oral feedback to assist young learners in the acquisition of written language.
  • Graduate kindergarten teachers’ understandings of ICT use in outdoor spaces.

Graduate Certificate of Research Thesis Minor Thesis completion:

  • Syntax in the English Classroom

Publications

Book Chapters

Felstead, K. (In press). Preparing preservice teachers for the complexities of working with vulnerable and marginalised young mothers. In J. Burke, M. Cacciattolo & D. Toe (Eds.), Inclusion and Social Justice in Teacher Education. Springer.

Felstead, K. (2019). A turning point in the complex lives of young mothers. In J. Minaker, D. Byrd, & A. O’Reilly, (Eds.), Feminist perspectives on young mothers, and young mothering (pp. 119 – 133). Bradford, Ontario, Canada: Demeter Press

ISBN: 978-1-77258-208-6

Refereed journal articles

Sellings, P., Felstead, K., & Goriss-Hunter, A. (2018). Developing pre-service teachers: The impact of an embedded framework in literacy and numeracy. Australian Journal of Teacher Education, 43(4), 1-16

Drake, P., Behrenbruch, M., Felstead, K., & Beveridge, L. (2011). The view from over here is different: Relations between doctoral study and professional practice. Work Based Learning e-Journal, (2)1.
http://wblearning-ejournal.com/archive/10-10-11/E3004%20rtb1.pdf

Refereed conference proceedings

Burke, J., Skene, G., Felstead, K., Claughton, A., Walker, A., (2023, July). Mobilising equity in education through a standpoint of global equity and justice. Symposium Presentation to WFATE Conference, Victoria, British Columbia,14 July.

Felstead, K. (2023, July). Enhancing international student learning experiences through a teacher educator critical reflection of pedagogies and actions. Presentation to WFATE Conference, Victoria, British Columbia, 14 July.

Ambrosy, J. Felstead, K. (2022, November). The problem with being labelled alternative. Presentation to AARE Conference, Adelaide, 29 November.

Felstead, K.(2019, December). Young mothers and the ‘cloak of invisibility’: Learning from the margins. Presentation to AARE Conference, Brisbane, 2 December.

Felstead, K.(2019, October). Collaborative partnerships with very young mothers in early childhood contexts. Presentation to Early Childhood Conference, Mt Helen, 5 October.

Felstead, K. (2019, July). Young mothers and the ‘cloak of invisibility’: Learning from the margins. Presentation to the SJIDE Conventicle, Mt Helen, 19 July.

Felstead, K.(2018, July).Young mothers’ perspectives of a Young Parent Program. Presented to WFATE Conference, Melbourne, 10 July.

Sellings, P. Felstead, K. (2017, July). Developing pre-service teachers: The impact of an embedded framework in literacy and numeracy. Presented at the ATEA Conference, Brisbane, 5 July.

Felstead, K. (2010, November). Seeking the “othered” voice of young mothers through visual data and oral narratives. Presentation to AARE Conference, Melbourne, Melbourne 2 December.

Drake, P., Behrenbruch, M., Felstead, K., & Beveridge, L. (2010, November). Travelling doctors: is practitioner research a one-way ticket? Symposium at AARE Conference, Melbourne, 29 November.

Associations

  • Australian Association for Research in Education (AARE)
  • Primary English Teacher Association Australia (PETAA)
  • World Federation of Associations of Teacher Education WFATE)
  • Victorian Institute of Teaching (VIT)