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School of Education

SJIDE news and events

Researchers in the RFA have obtained recent grant funding. View the project details

Upcoming event

SJIDE Virtual Conventicle 2021

Forging new pathways: Social Justice, Inclusion, Diversity and Education

Virtual research sharing day - Friday July 16

This event aims to share the research and build collaboration within the field of inclusive education and will showcase a range of digital research presentations from SJIDE members.

SJIDE Virtual Conventicle Program.

Registrations open Wednesday 16 June 2021

Invitations for book chapters

Challenging mainstream discourses in diverse education communities: Illuminations, Interrogations, and Innovations

The Social Justice, Inclusion and Diversity in Education (SJIDE) Research Focus Area (Federation University Australia) invites submission of chapter abstract proposals for an edited book.

The Social Justice, Inclusion and Diversity in Education (SJIDE) Research Focus Area (RFA) of Federation University Australia is focused on undertaking scholarly social justice research within the education discipline and under the broad themes of equity, diversity, inclusion, opportunity, regionality, and wellbeing. Issues relating to diverse learners and those constructed as ‘different’, e.g. ethnicity, gender, class, culture, sexual identity and orientation, social background, geographical location including international locations, age and dis/ability, in formal and informal education settings, are the core driers of SJIDE researchers work. The SJIDE research group defines ‘social justice’ as a political, philosophical, and social way of thinking and acting that promotes the notion of justice beyond legal and educational conceptions

This proposed book is an edited collection of chapters from Australian and International authors who interrogate notions of diversity and inclusion in mainstream education as a procedural process employed without critical thought. While there has been an increased focus on diversity and inclusion in mainstream education, additional workload pressures on educators combined with metric-driven pedagogies has resulted in entrenched and homogenised lenses influencing understandings and processes. This in turn has created education systems where intersections of diversity and inclusion are inherently invisible and where non-specialist teachers feel uncertain about integrating inclusive pedagogies for student success. This edited book employs a social justice lens unashamedly to illuminate, interrogate, and highlight innovations about ways in which teachers and academics across all levels of formalised education (Early Childhood, Primary, Secondary, and Tertiary), and informal education spaces, respond to the experiences, challenges, ambiguities, and tensions of diversity and inclusion characteristic in mainstream education spaces.

Invitations are extended to teacher-researchers, across all disciplines, levels of education, and methodological frameworks, to submit a 500 word maximum chapter abstract relating to the theme Challenging mainstream discourses in diverse education communities: Illuminations, interrogations and innovations, identifying clearly whether the chapter speaks to illumination, interrogation, or innovation. All work is to be presented in English, understandable to a lay-audience, and using APA 7th referencing style.

Topics for discussion may include:

  • Illuminations about policies and practices of inclusive education
  • Enquiries into the roles and responsibilities of higher education institutions in the initial and ongoing development of teacher education / professional development, both domestically and internationally
  • Interrogations of transnational policy, research, and practice issues
  • Examinations of interactions between diverse education communities and society at large
  • Investigations of intervention that impact positively on the social and emotional well-being of students and/or educators and/or communities
  • Interrogations of factors including race/ethnicity, class/socioeconomic status, gender, and able-bodiedness that may impact student learning within current education systems
  • Innovations in theory, policy, and practice
  • Advances in methods for teacher-focused research influenced by global engagements


  • Chapter Proposals Due – Monday 29 June, 2020, by 0900hrs
    There are no fixed headings for chapters but each Chapter Proposal must provide:
    • A summary of the scholarly or research aims for the work reported in the chapter
    • A description of the context or setting for the work reported in the chapter
    • A summary of the substantive literature drawn on for the chapter
    • A description of the theoretical or conceptual framework adopted in the chapter
    • For reports of empirical work, the Proposal must include a description of research methods (including approaches to data analysis and ethical considerations)
    • A summary of the chapter’s main claims and/or findings
    • Implications for policy, research, and/or practice arising from the work
  • Notification of Abstract Submission – Monday 13 July, 2020
    Details of the (publisher) template, formatting requirements and consent to publish forms will be sent with notification of acceptance of Chapter Proposals
  • Full Chapters (draft) due – Monday 31 August, 2020, by 0900hrs
    Chapter length to be no more than 6000 words including references and appendices
  • Peer-reviewed chapters returned – Monday 28 September, 2020
    Manuscripts will be returned with two blinded peer-reviews. Authors are expected to amend their chapters where recommended and submit document outlining changing with final submission
  • Full Chapters (final) due – Monday 12 October, 2020, by 0900hrs
  • Full book submitted to publisher (anticipated) – Friday 12th February, 2020

The Editorial Team reserves the right to accept or reject chapter proposals. Acceptance of a chapter proposal does not guarantee acceptance of the draft or final chapters, and all submissions are subject to peer-review


Please contact the Editor-In-Chief Dr. Sara Weuffen, if you have any questions relating to this invitation or to submit chapter proposals, via email |

If you are a postgraduate student, or early career researcher seeking assistance on ways to orientate your research to this book proposal, please contact Dr. Susan Emmett |