Jacquie Widin is a Senior Lecturer teaching in the Language and Literacy programs in the faculty. She has coordinated the initial adult teacher training (Grad Dip TESOL) and is currently coordinating the Professional Practice program. Jacquie has worked in Laos, Japan and Vietnam and has research interests in the internationalisation of education, in particular university run, off-shore English language teaching projects.
Jacquie is a member of the key professional peak bodies and an active member of the NTEU.
Can supervise: YES
Jacquie has undertaken research in the areas of language and literacy education, internationalisation of education, community health education and Indigenous education
During 2000 - 2007, Jacquie Widin has been involved in a community based research project (with Keiko Yasukawa, Jennifer Newman, Heidi Norman, Andrew Chodkiewicz, Anne Ndaba and others) with a local community school. This project included the establishment of a MoU with the school which will provide opportunities for on-going collaborations. During 2003 - 2005 the project was funded by the Telstra Community Development Funding scheme to focus on developing school community partnerships in an Indigenous school community.
Jacquie has recently completed (with Andrew Chodkiewicz and Keiko Yasukawa) a research project that investigated teaching practices in adult literacy and numeracy. The project produced a DVD (and an accompanying handbook) containing four case studies of teachers in different teaching contexts.
Jacquie teaches in the TESOL and Literacy and Numeracy programs, her key interests are in teaching spoken and written language and professional practice.
Albright, J, Hartman, D & Widin, J 2017, Bourdieu’s Field Theory and the Social Sciences, Palgrave Macmillan.
Highlighting the conceptual work at the heart of Pierre Bourdieu’s reflexive sociology, this cutting edge collection operationalizes Bourdieusian concepts in field analysis.
Widin, J 2010, Illegitimate Practices: Global English Language Education, 1, Multilingual Matters, Bristol, UK.
ELT education, as a commodity, takes many forms in countries all over the world. This book questions how the benefits of international English language education projects are distributed. The critical issues of language rights and linguistic diversity are pivotal in the book's examination of domination and subordination in international language education projects. The author's description of the role and teaching of English is based on her experience of working in ELT aid and development and fee-based projects, and through it she unmasks the interests and intentions of aid and fee-based language education projects. The two case studies that form the basis of this book recount a version of ELT marketing and project implementation that will resonate with experiences of aid recipients and university-led private sector fee-payers in many different ELT contexts.
Widin, J & Alanazi, M 2018, 'Exploring the Role of Teacher Talk in Saudi EFL Classroom: Importance of F-Move in Developing Students’ Spoken Skill', Arab World English Journal, vol. 9, no. 1.
Widin, J & malthus, C 2018, 'EAP: Imagining a new tertiary community', Journal of Academic Language and Learning, vol. 12, no. 2, pp. 75-87.
Through a case study of an English for Academic Purposes and academic readiness program in Lao PDR, this article explores how the particular needs of the students can be taken into account in the design and teaching approaches of such programs. The program, delivered for international students preparing to study in Australia or New Zealand, suggests ways to incorporate students’ voices, which, in the pressure to prepare students to cope with disciplinary and academic study demands, may be overlooked in the design of current EAP programs. We found that questions written by students gave insights into ways they were imagining their future study communities. Our responses involved drawing on the Lao students’ previous educational experiences to highlight the diverse learnings and insights they could bring to their new contexts. Working from sociocultural perspectives and with insights provided by the notion of relational agency, the authors reflect on ways that these approaches provided a basis for students to observe and experience the deployment of new academic skills and related social practices as additions to their existing repertoires.
This paper explores the complexities of developing and delivering English for
Academic Purposes (EAP) pre-departure programs. We reflect on experiences of
co-teaching in a Lao PDR based program for students planning to undertake
tertiary studies in New Zealand or Australia. Taking a sociocultural
perspective, we examine the way that the Lao pre-departure program aims to
attend to the particularities of both local and target contexts and to facilitate
student adaptation to the chosen institution and discipline. The program takes
a participatory approach to EAP and the broader acculturation processes,
making space for individual student voice as part of the modeling and
scaffolding of academic English. Based on this experience of transnational
collaboration in development and delivery, we discuss critical issues of
relevance to the planning and delivery of EAP pre-departure courses and
productive international study experiences.
Watson, J & Widin, J 2015, 'Maintaining the status quo: symbolic violence in higher education', Higher Education Research and Development, vol. 34, no. 3, pp. 658-670.View/Download from: Publisher's site
© 2014 HERDSA. Government policies and financial imperatives have fostered growing heterogeneity in student bodies in UK and Australian higher education (HE), but the underpinning logic of practice in these long-established social fields is far slower to change. Drawing on empirical evidence from case studies in each nation, this paper examines the tensions between the espoused and enacted values of the academy in relation to the widening participation and internationalisation agendas. We describe the research sites, their relationships with their respective fields of power and the experiences of participants as inhabitants of these HE fields. We highlight the struggles to secure relevant capital, acts of symbolic violence occurring at both institutional and programme levels and the resultant impact on individual positions and trajectories within the fields. Finally, we consider the extent to which the established practices in HE, which naturally preserve the dominance of the dominating factions, are likely to shift to enable it to genuinely enact the social conscience it espouses.
Yasukawa, K, Widin, J, Smith, V, Aubusson, PJ, Rivera, K, Van Tiel, M & Whitty, HE 2013, 'Examining Museum Visits as Literacy Events: the role of mediators', Literacy and Numeracy Studies, vol. 21, no. 1, pp. 85-113.
Museum exhibitions are literacy rich environments. Visitors may engage with a range of texts including texts that constitute the exhibition objects themselves, those that convey information about the objects and those that instruct visitors about how the visitors are expected by the museum to navigate through the exhibition. The ways in which visitors engage with these diverse texts are important defining factors of the visitors museum experience. For museums, understanding how texts in their exhibitions are influencing the museum experience, and the possibility of a museum experience for the broad public community is important in the fulfilment of their public mission as cultural and education institutions. In this paper, we adopt a view of literacy as a social practice, the perspective of New Literacy Studies (NLS), that offers a fruitful way for museums to consider the interactions between exhibition texts and their audiences. Such considerations, we argue, can inform museums approaches to broadening their visitor demographics to more strongly fulfill their public mission. We show that the goals of NLS resonate with some of the goals of the New Museology movement in museum studies, a movement that aims to democratize what museums represent and how.
Widin, J, Yasukawa, K & Chodkiewicz, AK 2012, 'Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching', Australian Journal Of Adult Learning, vol. 52, no. 1, pp. 9-38.
The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their practices within this tricky and treacherous terrain. Using Bourdieu's analytical tools of field and habitus as a theoretical framework, and Kumaravadivelu's notion of postmethod pedagogy as a lens for observation and interpretation, the paper analyses the ways in which four experienced teachers shape and reshape their classroom practice to create transformative learning for their learners.
Widin, J 2011, 'Indigenous Students' Voices: Monitoring Indigenous Student Satisfaction and Retention in a Large Australian University', Journal of Institutional Research, vol. 15, no. 1, pp. 28-41.
Indigenous student satisfaction with the university learning and teaching experience matters. From a student perspective, retention matters as successful completion of tertiary education improves the life chances of students in relation to employment opportunities, being able to support themselves financially and contributing to the society in many ways. From an institutional perspective, highstudent satisfaction results in high retention and success and high retention means better funding of universities for designated equity groups such as Indigenous students. Australian universities have implemented different strategies to gain and retain students based on research and experiences; however there has been limited focus on using student voices to improve student satisfaction and retention of Indigenous students. This article outlines a strategy used by a large Australian university to listen to Indigenous studentsâ voices by initiating an Indigenous Student Satisfaction Survey. The survey data contributed to the development of strategies to further enhance student satisfaction and retention explicitly for Indigenous students.
The education of young people who have previously been excluded from formal education is a field often associated with a high risk of failure failure for the learners, teachers and the program. In researching the teaching practices in this field, it is tempting for the researcher to do so through the lens of what they perceive as the pedagogical theories that should be informing contemporary practice. In the field of literacy and numeracy education, the social practices approach has gained prominence among researchers who are sympathetic to a socio-cultural study of literacy and numeracy because of its inclusiveness of multiple literacies and numeracies that can be found in different social contexts. This article analyses one of four case studies in a research project on the teaching practices of experienced literacy and numeracy teachers: teaching literacy and numeracy to socially excluded young people in an inner city youth centre. In their research, the authors had to critically challenge their taken for granted assumptions about what a pedagogy informed by a social practices approach to literacy and numeracy should look like. The teaching methods that they observed at the youth centre, while clearly effective particularly in establishing connections with the learners to form strong relationships of mutual trust - appeared on the surface to defy some of the key features of a social practices approach. In understanding the apparent contradictions between what the authors had expected to see and what they were seeing, Kemmiss framework for the study of practice that is based on the notion of practices as reflexive and dialectical proved fruitful. The framework allowed us to interpret both the theory (the social practices approach to literacy and numeracy) and the practices at the youth centre in more nuanced ways that deepened our appreciation of the theory practice relationship.
Chodkiewicz, AK, Widin, J & Yasukawa, K 2008, 'Engaging Aboriginal Families to Support Student and Community Learning', Dispora, Indigenous and Minority Education, vol. 2, no. 1, pp. 64-81.View/Download from: Publisher's site
Engaging families in school-related programs, such as family literacy programs, has been promoted as an effective strategy to assist students who might otherwise fail to achieve success in school. The authors in this article report on an action research initiative with an urban Australian government community school in a relatively socioeconomically disadvantaged area with a significant Aboriginal population. Drawing on a popular education framework, critical pedagogy, and a social practice theory of literacy, the authors develop insights about how strengthening family and community relations with schools can help all parties through developing practical approaches to family engagement and addressing disengagement and resistance to engagement with schools and learning. The authors conclude that educators, project workers, and researchers need to become more literate about the families and communities within and around a school, and make a consistent effort to reach out and include families and the local communities.
Widin, J 2017, 'Academic Literacies: Challenging the logic of practice' in Albright, J, Hartman, D & Widin, J (eds), Bourdieu’s Field Theory and the Social Sciences, Palgrave Macmillan, Singapore, pp. 67-81.View/Download from: Publisher's site
Highlighting the conceptual work at the heart of Pierre Bourdieu’s reflexive sociology, this cutting edge collection operationalizes Bourdieusian concepts in field analysis.
Widin, J & Yasukawa, K 2016, 'Designing in/Designing out: Literacies and the Constructionof the Museum Visitor' in De Silva Joyce, H (ed), Language at Work: Analysing Language Use in Work, Education, Medicaland Museum Contexts, Cambridge Scholars Publishing, UK, pp. 214-230.
Yasukawa, K & Widin, J 2016, 'Museum Literacies: Reading and Writing the Museum' in Yasukawa, K & Black, S (eds), Beyond Economic Interests: Critical perspectives on adult literacy and numeracy in a globalised world, Sense Publishers, Rotterdam, pp. 135-147.
Widin, J 2015, 'Symbolic Violence and Pedagogical Abuse in the Language Classroom' in Rivers, D (ed), Resistance to the Known: Counter-conduct in language education, Palgrave Macmillan, Basingstoke, Hampshire, pp. 71-93.
This chapter focuses on the violent, abusive and brutal practices, albeit symbolic, that accompany pedagogical work. It draws upon three case studies located in three different contexts (Laos, Japan and Spain), and provides an account of current struggles in language teaching classrooms and institutions. It concentrates on two acts of resistance to the espoused values of the institutions, the first focuses on the notion of expertise or in Bourdieuian terms, legitimacy, in respect to both expert language teacher and expert language speaker. The second centres on a little examined context of ‘Which language? When?’, and investigates the struggles between the use of the target language and the first language of the learners and gives accounts of students’ ability (or not) to withstand the damaging effect of dominant English (as a first language) language speakers.
Widin, J 2014, 'Mapping an Illegitimate Fields: Power Relations in International Education' in Grenfel, M & Lebaron, F (eds), Bourdieu and Data Analysis, Peter Lang Publishing, Oxford, pp. 57-76.
This chapter is concerned with the internationalisation of Higher Education (HE). In particular, it is concerned with HE English language education, the increasing commodification and corporatisation of English and the struggles within international English language education projects (IELEPs). I focus on Australian university-led export of English language education and the seeming necessity for `global inequality in the commercial market in international education (Marginson, 2004: 23).
Widin, J & Yasukawa, K 2013, 'Re-imagining Citizenship: Views from the classroom' in Vaidehi Ramanthan (ed), Langauge Policies and (Dis) Citizenship Rights, Access, Pedagogies, Multilingual Matters, Bristol, pp. 167-187.
In this chapter we explore the highly contested notions of citizenship and dis-citizenship through the experiences of teachers and learners in four very different classroom settings: a literacy and numeracy program for young people disengaged from learning, a vocationally oriented class for speakers of English as an additional language, a numeracy class for adults and a flexible learning centre for adult basic education (ABE) students. The settings bring learners from various intersecting communities within Australia. We take the classroom (in its broadest possible sense) as the point of departure to illustrate citizenship as something generative and collectively created in a shared space. We present a more critical interpretation and diHerent possibilities of citizenship than what is defined by dominant discourses and that which underpins the content of programs designed for people seeking to be accepted as Iworthy citizens'. We show the teacher;s role as pivotal in creating a collaborative space where the society's power relations are acknowledged, but where students' agency to achieve their own goals in and beyond their classrooms is affirmed and addressed. We argue that teachers can work with their learners to create these new spaces of belonging and being.
Yasukawa, K, Widin, J & Chodkiewicz, AK 2008, 'The benefits of adults learning numeracy', Proceedings of the Fifth Mathematics Education and Society Conference, Mathematics Education and Society, Centro de Investigcao em Educacao Universidade de Lisbon & Department of Education, Learning & Philo, Albufeira, Portugal, pp. 495-504.
We examine the benefits of adult numeracy learning in the current Australian context by drawing on Schullers framework for analysing the benefits of learning in terms of three capitals: human capital, social capital and identity capital. We argue that although the current adult education policy framework in Australia is biased towards the achievement of only one of the three capitals human capital, the practices of experienced adult educators help to extend the benefits of learning to encompass identity and social capital benefits. We take a case study of a numeracy workshop in an Adult Basic Education (ABE) program in Australia to show how one teacher exemplifies teaching practice that despite the policy gap, helps her learners reap a range of benefits from their numeracy learning.
Widin, J, Norman, HR, Ndaba, A & Yasukawa, K 2004, 'An indigenous community learning centre to promote a culture of learning', Bridging cultures: ALA National Conference 2004, Bridging cultures: ALA National Conference, Adult Learning Australia, Adelaide, Australia, pp. 1-10.
This paper describes a project which focuses on the development of a schooled culture of learning in an inner city Indigenous community. The project is a collaboration between an urban Indigenous community in Sydney, the school that serves children from this community, and academics in the local University. The collaboration aims to promote an intergenerational and community based approach to fostering a schooled culture of learning among the Indigenous members of the community. This paper reports on some of the research from the literature that will inform the way the project will be conducted and framed.
Slade, DM, Woodward-Kron, R, Flynn, E, Stein-Parbury, J, Widin, J, Smith, L & Scheeres, H The University of Melbourne 2011, Multimedia learning and teaching resources: Communication for Health in Emergency Contexts (CHEC): Teaching and learning resource for Emergency Department Communication, Final report, Melbourne.
Media learning and teaching resources