Publications- Journal Articles
Copies of Andrew's Publications can be accessed here.
Austin, J. and Hickey, A. (2012). Incorporating Indigenous Knowledge into the Curriculum: Responses of science teacher educators. The International Journal of Science in Society, 2 (4).
Austin, J. and Hickey, A. (2012). Incorporating Indigenous Knowledge into the Curriculum: Responses of science teacher educators. The International Journal of Science in Society, 2 (4).
This paper presents findings from a research project that gauged the views of science teacher-educators on changes to the Science curriculum in Australia. In particular, views on how Indigenous Knowledges might be incorporated into the classroom were sought, with the reactions of the participant teacher-educators regarding the challenges, possibilities and imperatives for utilising Indigenous knowledge in the science classroom detailed in this article.
Hickey, A. and Austin, J. (2011). Knowledges and Knowing:Indigenous and alternative knowledges and the Western canon. The International Journal of Science in Society, 2 (2).
This paper explores some of the key tenets of recent writing in the engagement of indigenous knowledges and argues a case for how these 'alternative' (to dominant knowledge systems) might be meaningfully engaged in the Western academy. Central to this are concerns for respect and recognition of ways of knowing different to those currently credenced in the academy.
Austin, J and Hickey, A. (2009). Working Visually in Community Identity Ethnography. International Journal of the Humanities, 7 (4).
Hickey, A. and Austin, J. (2009). Visible Whiteness: coming to terms with white racial identities. International Journal of the Humanities, 7 (2).
Austin, J. and Hickey, A. (2008). Signing the School in Neoliberal Times: the public pedagogy of being pedagogically public, International Journal of Learning, Vol. 15. pp.193-202.
Hickey, A, and Austin, J. (2008). Critical Pedagogical Practice through Cultural Studies. International Journal of the Humanities, Vol. 6.
Hickey, A. and Austin, J. (2008). Digitally Democratising the New Ethnographic Endeavour: getting thicker around the Geertz, International Journal of Interdisciplinary Social Sciences, Vol. 3. pp.257-266.
Austin, J. and Hickey, A. (2007) Autoethnography and teacher development. International Journal of Interdisciplinary Social Sciences, 2 . pp.369-378.
Hickey, A. and Austin, J. (2007) Pedagogies of self: conscientising the personal to the social. International Journal of Pedagogies and Learning, 3 (1). pp. 21-29.
Austin, J. and Hickey, A. (2007) Writing race: making meaning of white racial identity in initial teacher education. International Journal of Pedagogies and Learning, 3 (1). pp. 82-91.
Hickey, A. (2006) Street smarts/smart streets: public pedagogies and the streetscape. M/C Journal: A Journal of Media and Culture, 9 (3).
Hickey, A. (2006) Cataloguing men: charting the male librarian's experience through the perceptions and positions of men in libraries. Journal of Academic Librarianship, 32 (3). pp. 286-295.
This paper explores the democratic and participatory potential resident within visual ethnographic research. The first section presents the scope of the field of new digital technologies that contribute to more complex forms of visually-based research and looks at the ways in which the visual has come to present useful possibilities for researchers looking to create more authentic experiences of the site under consideration.
Hickey, A. and Austin, J. (2009). Visible Whiteness: coming to terms with white racial identities. International Journal of the Humanities, 7 (2).
This paper explores the politics of whiteness and charts the experiences of a group of middle-years school students in encountering ideas of race. The paper takes a specific view of whiteness in order to explicate the practices of dominant racial locatedness.
Austin, J. and Hickey, A. (2008). Signing the School in Neoliberal Times: the public pedagogy of being pedagogically public, International Journal of Learning, Vol. 15. pp.193-202.
This paper explores the way schools deploy visual advertising techniques to assert specific identity characteristics in the contemporary. Drawing on school signage, advertising space and promotional material located around school sites, this paper draws several conclusions for understanding the neo-liberal, late-capitalist logic underpinning the shift to market systems schools have succumbed to in recent times.
Hickey, A, and Austin, J. (2008). Critical Pedagogical Practice through Cultural Studies. International Journal of the Humanities, Vol. 6.
This paper explores an aesthetic of criticality for reading the mass information networks individuals confront in this current period of late-capitalism. Using a critical pedagogical theoretical approach to mobilize the concerns of cultural studies and the practices of the ‘everyday’, a call for a critical consciousness in negotiating the mass-communication complex is charted.
Hickey, A. and Austin, J. (2008). Digitally Democratising the New Ethnographic Endeavour: getting thicker around the Geertz, International Journal of Interdisciplinary Social Sciences, Vol. 3. pp.257-266.
This paper explicates methods for utilising digital research techniques for greater involvement and engagement with research participants and the field. Argued in this paper is a method that engages the concerns of eighth and ninth 'moment' research through the active involvement of research participants via the application of digital recording techniques.
Austin, J. and Hickey, A. (2007) Autoethnography and teacher development. International Journal of Interdisciplinary Social Sciences, 2 . pp.369-378.
This paper charts a method for applying Autoethnographic research techniques in pre-service education programs. Drawn from several years of research, this paper posits a process for developing awareness of the politics of identity amongst groups of educators.
Hickey, A. and Austin, J. (2007) Pedagogies of self: conscientising the personal to the social. International Journal of Pedagogies and Learning, 3 (1). pp. 21-29.
This paper charts a process for engaging a critical aesthetic based on the application of Autoethnographic research method. By drawing on several years worth of interview and field data, the paper poses a method for engaging social issues through a personal critical aesthetic.
Austin, J. and Hickey, A. (2007) Writing race: making meaning of white racial identity in initial teacher education. International Journal of Pedagogies and Learning, 3 (1). pp. 82-91.
This paper explores the perceptions and held beliefs of groups of pre-service educators about race, ethnicity and racial difference. The paper suggests that effective understanding of race and ethnicity must variously engage a understanding of the construction of race as a social concept and the marginalisation that has followed from this. Through the application of a cultural studies approach for viewing race as a construct, the participants of the project that underpinned this paper were exposed to the significance of race as a category of human definition.
Hickey, A. (2006) Street smarts/smart streets: public pedagogies and the streetscape. M/C Journal: A Journal of Media and Culture, 9 (3).
This paper explores the operations of the street-scape and its influence as a location of identity construction. In particular, the mass-communication complex presented by commercial signage (in particular the billboard and street-side advertising sign) in the street is explored in order for a critical practice for negotiating the signifiers of late-capitalist consumption to be proffered.
Hickey, A. (2006) Cataloguing men: charting the male librarian's experience through the perceptions and positions of men in libraries. Journal of Academic Librarianship, 32 (3). pp. 286-295.
This paper explores the popular imagery and cultural construction of male librarians’ identities. Working from the identity characteristics popular culture suggests, a phenomenological reading of a group of informant’s ideas of self are presented as a basis for a critical reworking of the influence of popular stereotypes.