Professor Jenene Burke
Executive Dean, IEAC (Acting)
Professor Jenene Burke’s expertise lies in her world-class research into playspaces as inclusive environments for children, their families and communities from a social and cultural perspective. Her expertise in this field was recognised in an invitation to join the National Inclusive Playground Advisory Group.
Professor Burke has extensive experience conducting research in learning environments with children as participants, including children with disabilities. Her preferred theoretical approaches are the sociology of childhood and disability studies in education. As a teacher educator, Professor Burke’s interests are centred on educational responses to student diversity, particularly in regard to inclusive education, social justice and equity. She also has broad knowledge in curriculum and pedagogy in compulsory and higher education.
Jenene is the Immediate Past President of the World Federation of Associations for Education (WFATE) and Board Member, representing Australia. She was an Ordinary Member of the Executive of the Australian Teacher Education Association (ATEA) from 2014-2019, National Convenor of the ATEA awards and grants (2015-2019) and Victorian representative, Network of Associate Deans of Learning and Teaching in Education (NADLATE) National Executive.
Implementing Inclusive Pedagogies: What Regular Primary Classroom Teachers Know and Do
Inclusion, equity, diversity, and social justice in education : a critical exploration of the sustainable development goals
Inclusion, equity, diversity, and social justice in education in the twenty-first century
Perceptions of Chinese international students’ learning approaches in Australian universities: a co-constructed model
Policy, discourse and epistemology in inclusive education
THROUGH THE EYES OF CHILDREN WITH DISABILITIES: Recognising Children’s Agency in their Play in Inclusive Playspaces
Working towards a sustainable, responsive, inclusive, and diverse global education future
Deep or surface learning? Perceptions of Chinese international and local students in Australian universities
Equity and inclusive education in Australia: a work in progress
“We’re in It for the Long Haul”: Connection, Generation and Transformation Through a School-University Partnership
Connecting Teacher Educators across the world in the wake of a pandemic
Learning, Teaching and Teacher Education in a pandemic
Pre-service Teacher Perceptions of LANTITE: Complexity Theory in Action?
The chapter reports on a study where the perceptions of a group of pre-service teachers (PSTs) in...
Playing with or next to? The nuanced and complex play of children with impairments
This paper examines play as a fundamental children’s activity, giving particular attention to...
Developing international partnerships for teacher education through digital platforms: possibilities for transformational partnership
As a vital element of continuing teacher professional learning, the development of international...
Dyslexia and learning: An Insider Account of Negotiating Barriers and Aids in Secondary Education
Personal narratives derived from insider accounts of schooling can illuminate our understanding...
Peer enhancement of learning and teaching for teacher educators
Providing formal opportunities for colleagues to learn from and with each other through a...
Teacher Education: Innovation, Intervention and Impact
Teacher education research and the policy reform agenda
Research into teacher education is an Australian government high priority and teacher educators...
First in the family: Girls like us in the third space of regional universities
Introduction: Disability studies in education as an applied project
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Not just for the fun of it: Children's constructions of disability and inclusive play through spatiality in a playspace
In Australia, the notion of providing opportunities for children with impairments to access play...
It's a Science Party! School and community learning partnerships promoting learning through science
Forging a School-University Learning Partnership from a Teacher Education Perspective
Just for the fun of it: making playgrounds accessible to all children
There seems to be growing interest worldwide in the concept of purpose-built public playground...
Puberty, health and sexual education in Australian regional primary schools: Year 5 and 6 teacher perceptions
The research reported in this paper investigates why teachers in regional primary schools in the...
The provision of sexual health education in Australia: primary school teachers' perspectives in rural Victoria
In Australian schools, one significant component of whole-school learning in sexuality education...
Re-Imaging and Re-Working School - University Links Through Inclusive Community Building
'Some kids climb up; some kids climb down': culturally constructed play-worlds of children with impairments
In this paper, the author explores how children with impairments can act as self-monitoring,...
The Children's Playground as a Microcosm of Society
'Stepping Back' to understand learning: Pre-Service teachers' prespectives on their learning through authentic experiences in professional settings
Children's perceptions of accessible playgrounds