Celina McEwen is a researcher in the anthropology and sociology of education who has worked 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 professional learning. Approaching professional and workplace learning as a hybrid space in which work, learning and technology meet, the book discusses the value of mobile technology in shaping professional education, particularly during student placements.
The framework focuses on staying professional and safe, considering issues of time and place, planning learning activities, initiating dialogue, networking, creating learning opportunities on-the-go, and deepening reflection. It is designed to assist students and their educators to use mobile technology knowledgeably and responsibly, and to help bridge the gap between university learning and workplace practice.
This book also contributes to a better understanding of the interconnectedness between learning, practice and technology. It demonstrates how to enhance learning and working with mobile technology by drawing on two perspectives: the ‘professional-plus’ and the ‘deliberate professional’.
McEwen, C 2002, Community Education and Community Building for Justice and the Law, University of Technology, Sydney, Centre for Popular Education.
© 2020, Emerald Publishing Limited. Purpose: The purpose of this paper is to explore leadership for diversity informed by intersectionality and radical politics. Surfacing the political character of intersectionality, the authors suggest that a leadership for diversity imbued with a commitment to political action is essential for the progress towards equality. Design/methodology/approach: Drawing lessons from the grassroots, political organizing of the black and Indigenous activist groups Combahee River Collective and Idle No More, the authors explore how these groups relied on feminist alliances to address social justice issues. Learning from their focus on intersectionality, the authors consider the role of politically engaged leadership in advancing diversity and equality in organizations. Findings: The paper finds that leadership for diversity can be developed by shifting towards a more radical and transversal politics that challenges social and political structures that enable intersectionality or interlocking oppressions. This challenge relies on critical alliances negotiated across multiple intellectual, social and political positions and enacted through flexible solidarity to foster a collective ethical responsibility and social change. These forms of alliance-based praxis are important for advancing leadership for diversity. Originality/value: This paper contributes to studies of leadership and critical diversity studies by articulating an alliance-based praxis for leadership underpinned by intersectionality, radical democracy and transversal politics.
Trede, F, Goodyear, P, Macfarlane, MS, Markauskaite, L, McEwen, C & Tayebjee, MF 2016, 'Enhancing workplace learning through mobile technology'.
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 & 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 & McEwen, C 2013, 'Educating the deliberate professional', Occasional Paper, vol. 9.
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.
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.
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.
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.'.
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: Publisher's site
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 2015, 'Critical Thinking for Future Practice: Learning to Question' in The Palgrave Handbook of Critical Thinking in Higher Education, Palgrave Macmillan US, pp. 457-474.View/Download from: Publisher's site
McEwen, C 2004, 'Activating Democracy through Community Cultural Development' in Lifelong Learning and the Democratic Imagination: Revisioning Justice, Freedom & Community, Post Press.
Trede, F, Markauskaite, L, Goodyear, P, Macfarlane, S, Tayebjee, F & McEwen, C 2015, 'Enhancing workplace learning through mobile technology: Designing the GPS for WPL', ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings, ASCILITE, ASCILITE, Perth, Western Australia, pp. 645-647.
© ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings.All right reserved. Technology-mediated learning (TML) and workplace learning (WPL) are major priorities for universities. TML is core to the dynamic growth and modernization of university education, and WPL is an essential strategy used by universities to prepare students for future work. In Australia, both are rapidly changing practices, providing new possibilities and challenges. Though these two areas have largely remained separate in educational literature and practice, the integration of TML and WPL can provide important opportunities to bridge university and the workplace as well as build students' digital capacities and online professional identities. This poster presents a mobile resource for students, named the “GPS for WPL”, aimed at helping students, academics and workplace educators to improve professional learning experiences by making better use of mobile technology. This resource was designed as part of a project funded by the Office for Learning and Teaching, entitled “Enhancing Workplace Learning through Mobile Technology”.
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'.