Celina McEwen is a researcher in the anthropology and sociology of education with close to 20 years of experience in universities in France and Australia. She currently manages and conducts research on the Australian Research Council funded project “Leadership Diversity through Relational Intersectionality in Australia” led by Prof Carl Rhodes (UTS), Prof Alison Pullen (Macquarie) and Dr Helena Liu (UTS).
Her work spans the fields of professional, higher, and community education, with two particular interests in i) the construction of professional practices and ii) intersectional diversity. These interests and work have resulted in the development, in collaboration with Franziska Trede, of the concept of 'deliberate professional' and its associated 'pedagogy of deliberateness' as a way of reconciling critical thinking, participation and responsibility in professional practice and professional education.
This book presents a mobile technology capacity building framework that offers academics, students, and practitioners involved in workplace education a deeper understanding of, and practical guidance on, how mobile technology can enhance ...
McEwen, C 2002, Community Education and Community Building for Justice and the Law, University of Technology, Sydney, Centre for Popular Education.
Trede, F, Goodyear, P, Macfarlane, S, Markauskaite, L, McEwen, C & Tayebjee, F 2016, 'Enhancing Workplace Learning through Mobile Technology: Barriers and Opportunities to the Use of Mobile Devices on Placement in the Healthcare and Education Fields', Mobile Learning Futures–Sustaining Quality Research and Practice in Mobile Learning, pp. 250-250.
Trede, F, Goodyear, P, Macfarlane, MS, Markauskaite, L, McEwen, C & Tayebjee, MF 2016, 'Enhancing workplace learning through mobile technology'.
Trede, F & McEwen, C 2015, 'Early workplace learning experiences: what are the pedagogical possibilities beyond retention and employability?', HIGHER EDUCATION, vol. 69, no. 1, pp. 19-32.View/Download from: Publisher's site
McEwen, CTF 2014, 'The value of workplace learning in the first year for university students from under-represented groups', Asia - Pacific Journal of Cooperative Education, vol. 15, pp. 55-67.
Trede, F & McEwen, C 2014, 'Early workplace learning experiences: what are the pedagogical possibilities beyond retention and employability?', Higher Education, pp. 1-14.
Trede, F, McEwen, C, Kenny, A & O Meara, P 2014, 'Supervisors' experiences of workplace supervision of nursing and paramedic students in rural settings: A scoping review', Nurse education today, vol. 34, pp. 783-788.
TREDE, F, SHEEHAN, D & MCEWEN, C 2013, 'Investigating what constitutes an effective workplace learning environment: A scoping review of the role physical and material elements play in student learning', www. ceiainc. org/journal, pp. 94-94.
Trede, F & McEwen, C 2013, 'Educating the deliberate professional', Occasional Paper, vol. 9.
MCEWEN, C 2012, 'Critical Alliance between Researcher & Practitioner: A Model of Reciprocal Professional Development', 10th, pp. 278-278.
Krause, K-L & McEwen, C 2009, 'Student induction to e-learning: A progress report', University of Southern Queensland report by Link Affiliates Team within the Australian Digital Futures Institute, available on-line at http://www. linkaffiliates. net. au/Publications/SIeL_Mar09_Report. html (accessed December 2009).
McEwen, C 2008, 'Investing in Play: Expectations, Dependencies and Power in Australian Practices of Community Cultural Development'.
McEwen, C 2007, 'An empowering practice?: Questioning the empowerment discourses in Australian performance based community cultural development', Australasian Drama Studies, vol. 50, pp. 123-137.
McEwen, C 2006, 'Wild Territory: Examining Urban Theatre Projects' Recent Artist in Residence Theatre-making Work', International Journal of the Arts in Society, vol. 1, pp. 59-66.
McEwen, C, Flowers, R & Trede, F 2003, 'Learner-centred and culturally responsive patient education: Drawing on traditions of cultural development and popular education', Sydney, NSW: Diversity Health Department, Prince of Wales.
Hayes, D, Schuck, S, Segal, G, Dwyer, J & McEwen, C 2001, 'Net gain? The integration of computer-based learning in six NSW government schools, 2000.'.
Flowers, R, Chodkiewicz, A, Yasukawa, K, McEwen, C, Ng, D, Stanton, N & Johnston, B 2001, 'What is effective consumer education? A literature review', Sydney, Australia: Australian Securities and Investments Commission. Retrieved August, vol. 26, pp. 819-829.
McEwen, C 2018, 'Change and Continuity in Applied Theatre: Lessons Learnt from 'the Longest Night'' in Freebody, K, Balfour, M, Finneran, M & Anderson, M (eds), Applied Theatre: Understanding Change, pp. 95-113.View/Download from: Publisher's site
This chapter presents an examination of how participation in applied theatre projects can engender change and continuity. Using Bourdieu's field theory, I discuss the tensions that exist between the rhetoric of social change and outcomes for participants in applied theatre projects. In particular, I draw on findings from a longitudinal study of an exemplary Australian applied theatre project, The Longest Night. This study revealed that, though participants experienced some immediate change, the longer-term outcomes resembled permanence and gave an overwhelming sense of continuity. I argue that this is because this set of practices indirectly limits change as practitioners operate within a system that tends to contain their practice, product and impact, as well as reproduce legitimised social and cultural values and norms.
Trede, F, Goodyear, P, Macfarlane, S, Markauskaite, L, McEwen, C & Tayebjee, F 2017, 'Learning in Hybrid Spaces: Designing a Mobile Technology Capacity Building Framework for Workplace Learning' in Work-Integrated Learning in the 21st Century: Global Perspectives on the Future, Emerald Publishing Limited, pp. 83-97.View/Download from: UTS OPUS or Publisher's site
Trede, F & Mcewen, C 2016, 'Deliberate Marginalia' in Professional Practice Discourse Marginalia, SensePublishers, pp. 101-108.
McEwen, C & Trede, F 2016, 'Educating Deliberate Professionals: Beyond Reflective and Deliberative Practitioners' in Educating the Deliberate Professional, Springer International Publishing, pp. 223-229.
Trede, F & McEwen, C 2012, 'Developing a critical professional identity: Engaging Self in Practice' in Practice-Based Education: Perspectives and Strategies, Sense Publishers.View/Download from: UTS OPUS
McEwen, C 2004, 'Activating Democracy through Community Cultural Development' in Lifelong Learning and the Democratic Imagination: Revisioning Justice, Freedom & Community, Post Press.
Trede, F, Macfarlane, S, Markauskaite, L, Goodyear, P, McEwen, C & Tayebjee, F 2016, 'Using mobile technology for workplace learning: Fostering students� agency', ascilite.
Trede, F & McEwen, C 2013, 'WIL it help?: The potential roles of WIL in first year undergraduate courses', WACE Conference 25-27 June 2013, Durban South Africa.
Meg, Y, McEwen, C & Franziska, T 2012, 'Exploring the educational dimensions of health services management: Perspectives from nurse unit managers', SHAPE.
Krause, K-L & McEwen, C 2009, 'Engaging and retaining students online: a case study', 32nd HERDSA Conference, pp. 251-262.
Krause, K-L, McEwen, C & Blinco, K 2009, 'E-learning and the first year experience: A framework for best practice', Proceedings of the EDUCAUSE Australasia Conference, Perth, Western Australia, 3-6 May 2009, pp. 1-13.
McEwen, C & Flowers, R Sydney: Centre for Popular Education, University of Technology, Sydney 2004, Working Towards Community Capacity Building Through the Arts.
McEwen, C Sydney: Centre for Popular Education, University of Technology, Sydney 2002, Frankst & Angst: an Evaluation Report of Maze.
Trede, F & McEwen, C 2013, 'Education For Practice Topics: The Role of Workplace Learning'.