Dr Nina Burridge is an Associate Professor in the Faculty of Arts and Social Sciences at the University of Technology, Sydney. She has been involved in tertiary education since 1991 in Education faculties at Macquarie University and the University of Sydney. She joined UTS as a full time academic in 2005. Her main research interests and publications centre on Indigenous education; education for human rights and cultural diversity. She was the founding director of the Institute of Aboriginal Studies and Research at Macquarie University from 1997 – 1999. She Co-Director of the Cosmopolitan Civil Societies Research Centre at UTS. She sees herself as an academic whose involvement in community organisations and social action groups informs her professional work in Education. Nina has held a number of community based positions including chairperson of the Don Chipp Foundation, board member of the Burdekin Association – a non-profit organisation working with homeless youth and she is involved with a number of local community groups dealing with social, political and cultural issues.
Nina is a member of a number of professional associations including the Australian College of Education and the Australian Association for Research in Education and hold various community based positions including Chairperson of the Don Chipp Foundation, Board member of the Burdekin Association, a member of the Community Advisory Committee Sydney Harbour Federation Trust and the Sanctuary Foundation at North Head.
Her work in the community and in politics has been recognized with several citations including an UTS Human Rights award for "Sustained commitment to improving education and human rights for women in Australia and internationally'.
In 2007 she received the Edmund Rice Centre Human Rights Award for outstanding service in campaigning for human rights for 'Indigenous, Refugees and Asylum Seekers.'
As a sculptor she was also the 2010 Winner of the Figurative prize for the Australian Sculptors Society
Can supervise: YES
Indigenous education including reconciliation studies; Human rights education; multiculturalism and cultural diversity in schools and the development of professional learning communities; Current research projects include projects the mapping of human rights education within the school curriculum in Australian schools; women and human rights issues - including a small project on women's education in Afghanistan. She is also working on social impact strategies with the NGO sector.
Sociological and philosophical aspects of education, professional practice in secondary schools, human rights education, Indigenous education and Secondary history education.
© 2012 Sense Publishers. All rights reserved. Education is an essential pathway to bridging the divide in educational attainment between Indigenous and non- Indigenous students. In the Australian policy contexts, Indigenous Education has been informed by a large number of reviews, reports and an extensive list of projects aimed at improving educational outcomes for Aboriginal and Torres Strait Islander children. Central to each has been the investigation of the inequity of access to educational resources, the legacy of historical policies of exclusion and the lack of culturally responsive pedagogical practices that impact on Indigenous student achievement at school. Research on best practice models for teaching Indigenous students points to the level of teachers' commitment being a crucial link to student engagement in the classroom, improvement of student self concept and student retention rates. Most recently, the Australian Institute for Teaching and School Leadership (AITSL) has recognized in the National Professional Standards for Teachers, that practising teachers must attain skills in working with Aboriginal and Torres Strait Islander students and their communities. Clearly it is time for new pedagogical practices in Indigenous education that are implemented in partnerships with local Aboriginal and Torres Strait Islander communities. This book reports on a three-year research based study of action learning in schools that sought to enhance engagement with local Aboriginal communities, promote quality teaching and improve students' learning outcomes. The school studies come from different demographic regions in New South Wales, Australia's most populous state and showcase the achievements and challenges; highs and lows; affordances and obstacles in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. The findings illustrate that engaging teachers in a learning journey in coll...
Burridge, N 2009, Unfinished Business. Teaching for Reconciliation in Australian Schools, 1st, Lambert Academic Publishing,, Saarbrucken, Germany.
Book based on PhD thesis research on the policy of Reconciliation and education
Yoo, JHC, Heggart, K & Burridge, N 2019, 'Collaborative Coteaching (CCT): Practitioner Learning through Shared Praxis', Australian Journal of Teacher Education, vol. 44, no. 4, pp. 65-77.View/Download from: Publisher's site
This paper explores the benefits of coteaching a philosophy and ethics subject for final year Australian primary preservice education students. It depicts the learning experiences of two early career academics, who were the coresearchers and coauthors of this article. A third author acted as a critical friend who facilitated reflective discussion around their coteaching practices. The coteachers adopt the living theory methodology to investigate collaborative coteaching as an effective model of instruction in higher education through a case study of their own practice. The primary data sources include both coteachers' weekly journals, an interview discussion with a critical friend, informal conversations and student surveys. The main themes emerging from the data include: the evolution of the coteaching relationship, practitioner learning and the viability of coteaching as an effective pedagogical tool. The findings illustrate the potential benefits of collaborative coteaching, particularly within the teacher education field.
Introduction. This study investigates the experiences of students with disability in an Australian university as they engage in their online learning activities and asks the question: How can the experiences of these students help us to re-conceptualise what it means to access learning resources?
Method. Students who had identified themselves as having a disability were invited to complete a questionnaire using the Qualtrics survey platform and usable responses were received from 200 students, of whom 26 agreed to take part in a semi-structured interview.
Analysis. Descriptive statistics were derived through Qualtrics; qualitative data were analysed using Leximancer to identify key concepts supplemented by a discourse analytic approach to content analysis providing access to the language of the students.
Results. Some barriers to accessing learning resources arose from incompatibilities in assistive technologies and from decisions made by staff, but a significant barrier was a lack of social capital.
Conclusions. While policies are important in facilitating access to learning resources for students with disability and the skills and expertise of those involved are also significant, the strength of social relationships and the inequities resulting from unbalanced engagement in these relationships must be considered in any discussion of access and barriers to information.
Burridge, N, Heggart, K, Flowers, R & Arvanitakis, J 2018, 'Refreshing critical pedagogy and citizenship education through the lens of justice and complexity pedagogy', Global Studies of Childhood, vol. 8, no. 4, pp. 355-367.View/Download from: Publisher's site
Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective 'justice' does the same work as 'critical' in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world.
Keywords: citizenship education, complexity, critical pedagogy, justice pedagogy
Buchanan, JD, Burridge, N & Chodkiewicz, A 2018, 'Maintaining Global Citizenship Education in Schools: A Challenge for Australian Educators and Schools', Australian Journal of Teacher Education, vol. 43, no. 4, pp. 51-67.
Teaching students about global citizenship remains a
critical challenge for schools and communities, especially in a
developed country like Australia. With increasingly difficult national
and international contexts and its marginal place in the school
curriculum, there is an urgent need to help maintain support for
global citizenship education. Recognising the challenges and
limitations, key ways to raise its profile include considering available
pedagogies, drawing on the existing Australian Global Education
framework, taking up existing curriculum opportunities, accessing
quality educational resources and relevant teacher education
programs, and working in partnership with key Non-Government
As the way academics work becomes increasingly specified and regulated, the role of the public intellectual, as championed by Burawoy and exemplified by Jakubowicz, is changing. Engagement with the professions and industry is being proposed as a requirement for a research-active academic. Prescriptions for the way this might happen have the potential to remove the sense of responsibility inherent in Burawoy's notion of the public intellectual and the suggested use of social media to promote new knowledge potentially dilutes the notion of 'publics' which is fundamental to the notion of the public intellectual, substituting the individual for the collective. This in turn has an impact on the kind of informed debate that can influence policy development. This paper explores the narratives of new academics as they seek to answer the questions Giddens asserted were fundamental to the creation of identity in late modernity – What to do? How to act? Who to be? It positions these narratives of identify in a broader discourse of the role of the academic in the creation of new knowledge, perceptions of the role of the university in contemporary Australian culture and the constraints of work planning and performance management.
'Social impact' has become a buzzword as new public management and corporatisation approaches have dominated in attempts to account for non-government organisations' performance. However, social change is enabled through other manifestations of civil society, which are not effectively conceptualised or accounted for through these dominant approaches. This paper uses Anheier's manifestations of civil society as a framework to analyse actions directed towards the issue of homelessness and housing, demonstrating distinctions to be observed in how social change is enacted and impacts are conceptualised. This framework provides practitioners and policy-makers a means to understand the ideological perspectives framing different social services and programs, and establishes a potential research agenda for activists and scholars in developing understandings of the complexities of social impact.
Burridge, N & Chodkiewicz, A 2017, 'Educating teachers about human rights: building a rights based culture in Australian schools', Asia-Pacific Journal of Teacher Education, vol. 45, no. 5, pp. 455-468.View/Download from: Publisher's site
A well-educated active citizenry is the primary aim of our education systems. An essential component of a well-educated citizenry in a civil society is its understanding of the value of human rights and what it means to live with dignity in a community, where rights and freedoms are protected. This paper uses evidence from international and national reports and programmes to argue that HRE should be an essential component of the curriculum in Australian schools. It draws on data from the first national cross-sectoral Australian study investigating the place of HRE in the school curriculum. There is a need for both pre-service and in-service teachers to have focused professional training, in order to better engage students to be critically aware of the importance of developing a human rights culture within a school; also, to adopt a transformative "whole school" approach linked to local, national, and global communities.
Non-government organisations (NGOs) can play an important role in educating about and advocating for human rights. This paper reports on findings from an investigation of the opportunities for teaching and learning about human rights in the Australian school curriculum, and in particular the opportunities for learning about human rights in schools through the work of Australian-based non-government and not-for-profit organisations. The research points to the value of strengthening partnerships between NGOs which specialise in the defence of human rights and school systems in order to broaden students' opportunities to learn about human rights. This paper argues for the recognition of the current work of NGOs in education systems in Australia, and for an extension of programs and project work around key human rights issues with young people and teachers.
Burridge, N, Payne, A & Rahmani, N 2016, '"Education is as important for me as water is to sustaining life": perspectives in the higher education of women in Afghanistan.', Gender and Education, vol. 28, no. 1, pp. 128-147.View/Download from: Publisher's site
Progress in education in Afghanistan since the fall of the Taliban has been
described as 'fragile, limited in reach, depth and uncertainty of sustainability'
[UNICEF. 2013. Basic Education and Gender Equality: Afghanistan. United
Nations International Children's Emergency Fund. http://www.unicef.org/
afghanistan/education_2206.htm]. This is particularly true for Afghan women
participating in higher education, within a culture that remains resistant to
women's education. This article documents the views and attitudes of Afghan
women who have sought to gain a higher education, within a context where only
5% of the Afghan population attends university, and less than 20% of university
students are female [The World Bank. 2013. World Development Indicators:
Poverty Headcount Ratio at National Poverty Lines. The World Bank Group.
http://data.worldbank.org/country/afghanistan]. It is an attempt to listen to the
voices of Afghan women to ascertain what they see as the best ways to improve
their educational outcomes. Findings illustrate that while progress has been made
in enabling a small percentage of women to pursue higher education, there are
still significant and enduring obstacles for Afghan women seeking such a path.
Burridge, N & Ozdowski, S 2015, 'Developments in Human Rights Education in Australia', Human Rights Education in the Asia Pacific, vol. 5, pp. 147-166.
Burridge, N, Buchanan, JD & Chodkiewicz, AK 2015, 'Human Rights and History Education: An Australian Study', The Australian Journal of Teacher Education, vol. 39, no. 3, pp. 17-36.View/Download from: Publisher's site
An Analysis of the coverage and teaching of human rights issues in the History curriculum in Australian schools. Includes a focus on the new Australian curriculum
Burridge, N, Chodkiewcz, A, Payne, AM, Oguro, S, Varnham, S & Buchanan, J 2015, 'Human Rights Education in the Australian School Curriculum', Human Rights Education in Asia-Pacific, vol. 5, pp. 167-202.
Australian education systems, at state and federal levels, have been undergoing major reforms to their governance structures and to the nature of their curriculum. At the same time over the last decade there has been a national conversation about our knowledge and understanding of human rights (NHRCC 2009). In this context, it is an opportune time to review the place of education for and about human rights within the school curriculum. The study reported on in this paper outlines and examines the findings of a nationwide investigation into the capacity of each state and territory school education system and their individual curricula to provide opportunities to educate and motivate school students about human rights. It also engages in a discussion of the curriculum reforms being introduced as a result of the national Australian curriculum framework and the extent to which it caters for human rights perspectives.
Our data derive from four main sources: a review of the literature; input from roundtable discussions with participants involved in the advocacy for and the delivery of, human rights education in schools; analysis of curriculum and policy documents at the state, territory and national levels; and resources and technologies being used in the teaching of human rights in schools.
This paper examines the activities and motivations of activist academics who choose to engage in teaching and research programs that are community-based and that, at their core, seek to contribute to the public good by building cohesive and vibrant civic societies. We discuss several cases studies that highlight the motivations of activist academics, exploring key questions of their life politics and their relationships with the academy. We consider how the work of activist academics may be at odds with the expectations of the academy, and consider the implications of this for an approach to higher education that aims to create decent world citizens
Edwards, M, Burridge, N & Yerbury, H 2013, 'Translating Public Policy: Enhancing the Applicability of Social Impact Techniques for Grassroots Community Groups', Cosmopolitan Civil Societies: An Interdisciplinary Journal, vol. 5, no. 2, pp. 29-44.View/Download from: Publisher's site
This paper reports on an exploratory action research study designed to understand how grassroots community organisations engage in the measurement and reporting of social impact and how they demonstrate their social impact to local government funders. Our findings suggest that the relationships between small non-profit organisations, the communities they serve or represent and their funders are increasingly driven from the top down formalised practices. Volunteer-run grassroots organisations can be marginalized in this process. Members may lack awareness of funders strategic approaches or the formalized auditing and control requirements of funders mean grassroots organisations lose capacity to define their programs and projects. We conclude that, to help counter this trend, tools and techniques which open up possibilities for dialogue between those holding power and those seeking support are essential
One of the key questions of social entrepreneurship is how one would recognise a social entrepreneur. This paper reports on a small-scale study conducted in Sydney, Australia, which aimed to determine whether the sociological perspective is an effective approach to understanding the identity of social entrepreneurs, and whether - as a result of using this perspective - new questions for research might emerge. Participants included a combination of young and more established social entrepreneurs and two staff members from organizations which seek to develop the skills of social entrepreneurship. The study is significant because it is one of the few empirical studies which focuses on social entrepreneurs from a sociological perspective, noting their views on identity and motivations. The findings suggest the importance of mentors, the merits of the planned activity and the support of networks. New research questions emerged on the importance of social resources in social entrepreneurial activities and on the paradoxical relationship between the perceptions of being ordinary and being extraordinary.
Onyx, J, Ho, C, Edwards, M, Burridge, N & Yerbury, H 2011, 'Scaling Up Connections: Everyday Cosmopolitanism, Complexity Theory & Social Capital', Cosmopolitan Civil Societies: An Interdisciplinary Journal, vol. 3, no. 3, pp. 47-67.View/Download from: Publisher's site
One of the key questions of contemporary society is how to foster and develop social interactions which will lead to a strong and inclusive society, one which accounts for the diversity inherent in local communities, whether that diversity be based on differences in interest or diversity in language and culture. The purpose of this paper is to examine three concepts which are used in the exploration of social interactions to suggest ways in which the interplay of these concepts might provide a richer understanding of social interactions. The three concepts are everyday cosmopolitanism, complexity theory and social capital. Each provides a partial approach to explanations of social interactions. Through focussing on social networking as a significant example of social interactions, we will demonstrate how the concepts can be linked and this linking brings potential for a clearer understanding of the processes through which this inclusive society may develop.
Article based on research on how schools are approaching Human Rights Education
Burridge, N & Chodkiewicz, AK 2010, 'Challenges in addressing cultural diversity: Approaches in Sydney schools', International Journal of Diversity in Organisations, Communities and Nations, vol. 10, no. 3, pp. 281-294.
An essential challenge for school educators continues to be how to better represent and negotiate the complexities of classrooms and school communities that are increasingly culturally and linguistically diverse. Schools approach cultural diversity in various ways. Drawing on a qualitative study in a number of government schools, we report on three different approaches engaged by schools in three culturally diverse areas of Sydney. These approaches are often shaped by socio-cultural factors such as the nature of the school and its related community, the commitment of teachers, particularly the executive leadership and the localised issues that may impact on school and community programs. Findings suggest that it is time for school educators to renew their efforts - in a more strategic and focused way - to provide an integrated, resources rich, whole school approach to educating for cultural and linguistic diversity that builds relationships between our diverse communities and empowers all students to succeed at scho
Burridge, N 2009, 'Perspectives on Reconciliation & Indigenous Rights', Cosmopolitan Civil Societies: An Interdisciplinary Jo..., vol. 1, no. 2, pp. 111-128.
This paper provides an overview of discourses of the movement for national reconciliation prevailing within the Australian socio-political context since the inception of the Council for Aboriginal Reconciliation in 1991, to the national apology delivered by the Prime Minister Kevin Rudd on 13th February 2008. It provides an framework for the various discourses of reconciliation, by exploring and analysing the accrued meanings to such terms such as `genuine, substantive or `true reconciliation; the Howards Governments `practical reconciliation and the Rudd governments great attempt at `symbolic reconciliation in the national apology to Indigenous Australians. In the changing political context in Australia today this paper revisits the debates on reconciliation, and endeavours to locate the movement solidly within a human rights framework that includes first nation rights. This requires an examination of the roots of the reconciliation movement including community attitudes to reconciliation and the nature of the peoples movement as well as the differing perspectives of policy makers, politicians and of course, Indigenous peoples. It asks crucial questions about the progress of reconciliation and the type of reconciliation mainstream Australians will accept. In truth therefore, was the `National Apology a grand symbolic gesture by mainstream Australia to maintain the status quo and divert our eyes from the more searching questions of the `unfinished business of `substantive reconciliation which encompasses first nations rights for Indigenous peoples.
Burridge, N, Buchanan, JD & Chodkiewicz, AK 2009, 'Dealing with Difference: Building Culturally Responsive Classrooms', Cosmopolitan Civil Societies: An Interdisciplinary Jo..., vol. 1, no. 3, pp. 68-83.
Australia continues to develop as a multicultural society with levels of immigration increasing significantly in recent years. The current financial turmoil, continuing threats from terrorism and environmental concerns, have all intensified the challenges of dealing with difference in our society. In response, schools continue to face the challenges of the impact of a range of different cultures, languages and religions among their student and school communities. How effectively schools deal with difference and how well they are supported in their endeavours to build culturally responsive classrooms is a perennial issue for policy makers, teachers and teacher educators. A major challenge for teachers in particular, is to at a minimum, understand cultural differences as they manifest in their particular school settings. Also to draw on approaches that support student learning in culturally appropriate ways so to assist them to better realise their full potential. In this paper we will consider cultural diversity in the context of current school policies, and highlight a number of frameworks for addressing cultural diversity in the classroom. We draw on the findings from a recent qualitative study of representations of cultural diversity in a number of Sydney schools to discuss the need for greater resource and policy support for progressive and innovative teaching approaches that will support the development of inclusive communities.
Burridge, N 2007, 'Meanings and Perspectives of Reconciliation in the Australian Socio-political Context', The International Journal of Diversity in Organisations, Communities and Nations, vol. 6, no. 5, pp. 69-78.
The policy of national reconciliation between Indigenous and non Indigenous peoples has been on the social and political agenda for decades, yet progress on this issue of Australians unfinished business, seems to have stalled in the last few years. This paper seeks to map the various interpretations and meanings of reconciliation in the Australian sociopolitical context, from the creation of the Council of Aboriginal Reconciliation in 1991, to the controversies emerging from the cultural wars history debates of the last few years. It provides an framework for the various discourses of Reconciliation, by exploring and analysing the accrued meanings to such terms such as genuine or true reconciliation symbolic reconciliation and practical Reconciliation a term used extensively under the Prime Ministership of John Howard. In the current political context in Australia is reconciliation no more than a normative discourse a symbolic gesture by mainstream Australia to maintain the status quo and divert our eyes from the more searching questions of the unfinished business of substantive reconciliation such as the issue of a treaty and just compensations for past injustices for Aboriginal people. This paper suggests that the journey towards reconciliation between black and white Australians is convoluted and complex. It is mired with political and social agendas which are inextricably linked with the national consciousness, with Australias sense of self, the various views and interpretations of its history, and its multiple national identities. In reality, given the lack of national will to address the substantive issues of reconciliation, the journey still has many a path to tread.
Burridge, N 2006, 'Meanings of Reconciliation in the School Context', Australian Journal of Indigenous Education, vol. 35, no. 2, pp. 68-77.
This paper draws on findings from a major research project conducted between 1998 and 2000 on meanings of reconciliation in the school education sector. Using data collected from surveys and drawing from the community context in which schools exist, it explores and analyses meanings of reconciliation within school communities when the discourse of what constitutes reconciliation was at its peak. Survey responses were used to map the level of support for reconciliation and to identify what barriers existed to the teaching of reconciliation in schools. Responses were categorised into various themes which defined the type of meaning respondents had accrued to reconciliation. The overwhelming impression from this research is that Aboriginal and non-Aboriginal people aspire to a level of harmonious co-existence; what is less clear is the direction on how this can be achieved. There is a great level of support for reconciliation within the education community with almost no responses being overtly negative. Many of the comments can be seen as reflecting soft reconciliation perspectives. A prevailing theme of this research is that the harder issues of reconciliation are being ignored in favour of symbolic representations. What perhaps best distinguished the survey comments from the responses from the general community was the greater desire amongst the education sector for equity-based solutions and the need to redress past injustices through social justice action. There was a greater understanding of the link between past dispossession and current disadvantage and this required action through specific programmes, and education was seen as a major part of this. Given the current sociopolitical context, anecdotal indications suggest that reconciliation may reflect wider community attitudes and may be off the agenda in schools, except within the narrow parameters of Department of Education requirements for activities or celebrations during NAIDOC or Reconciliation weeks.
Arooje, R & Burridge, N 2020, 'School Education in Afghanistan' in Sarangapani, P & Pappu, R (eds), Handbook of Education Systems in South Asia, Springer, Singapore, pp. 1-33.View/Download from: Publisher's site
This chapter provides a descriptive account of the current landscape of the schooling systems in Afghanistan. It documents a brief historical overview of the evolution of the education systems and the turbulent phases in this process as political, social, and cultural conflicts pose inescapable challenges to an effective system of schooling, particularly for girls. It outlines the formal levels of schooling from pre-primary to upper secondary levels and the preparation for entrance into higher and technical and further education. Informal and community-based schooling, including religious schools, are particularly important in provincial settings. Among the challenges for educators are the ongoing conflict and power struggles between stakeholders including the government, religious bodies, and community-based organizations, to shape the curriculum and schooling system in one of the world's poorest nations. Access to education for families and communities especially in regional and remote provinces remains a major issue exacerbated by poverty, insecurity and corruption, attacks on schools, distance, dangers of travel, economic factors, concerns over the quality of education and teacher training, as well as cultural traditions that particularly inhibit the education of girls. Since the fall of the Taliban regime in 2001, even with the problems of statistical verification, the number of students attending schools has risen dramatically. However, Afghanistan remains a fragile state with rising conflict between key power brokers impacting the provision of education as a basic human right for all.
Burridge, N 2020, 'Teaching for a just world: Social justice and human rights perspectives across the curriculum.' in Gleeson, J & Goldburg, P (eds), Faith-based Identity and Curriculum in Catholic Schools, Routledge, UK, pp. 1-334.View/Download from: Publisher's site
Education today is based on a competitive corporatized model designed for job creation and geared to a market economy. This chapter attempts to present another perspective on the role of education and the school curriculum. It focuses on a holistic interpretation of what schooling should involve in both the formal and the informal curriculum in preparing students to be active and committed global citizens who engage in critical thinking about issues related to equity, social justice and human rights in the local as well as global contexts. It explores the importance of engaging in educational activities that will contribute to building a culture of respect that is based on the underlying principles of social justice, human rights and human dignity. In doing so it briefly considers the place of human rights in the Australian curriculum and the extent to which the proposed content enables teachers to employ teaching strategies that focus on social justice and human rights.
Burridge, N 2019, 'Classroom Perspectives on Australia's Contact History' in Allender, T, Clark, A & Parkes, R (eds), Historical Thinking for History Teachers A New Approach to Engaging Students and Developing Historical Consciousness, Allen and Unwin, Crows Nest, Sydney, pp. 279-29823.
As a young, passionate teacher of history, the beginning of my understanding of what was missing from our nation's historical record occurred at a History Teachers' Association of Australia (HTAA) conference in Darwin in 1982. It was there that my eyes were opened to the 'other side of the frontier' as I listened to Aboriginal women tell of the search for their stolen children, and to Aboriginal men tell their stories of being taken away as children and the anguish of the search for their mothers, their families, their country.
I returned to my classroom in my city high school dumbfounded that this aspect of our Australian story had not been part of my school or university education in the 1970s. The significance of the Stolen Generations came home to me most clearly in early 1984 when I gave birth to my first child, a little girl called Emma. I pondered with total horror the idea that some government official would dare take my child away for no other reason than my race. It left an indelible impression on my role as a teacher of Australian history.
As a non -Aboriginal person teaching in mainstream classrooms, I realised the need to ensure that the experiences and voices of Aboriginal peoples were heard. It became a journey of discovery and learning as I sought to work with Aboriginal education officers and reach out to Aboriginal community networks around Sydney to try to incorporate their stories into my classes.
Payne, AM, Burridge, N & Rahmani, N 2019, 'An Education without Fear: Higher Education and Gender Justice in Afghanistan' in Shackel, R & Fiske, L (eds), Rethinking Transitional Gender Justice Transformative Approaches in Post-Conflict Settings, Palgrave Macmillan, USA, pp. 295-314.View/Download from: Publisher's site
This chapter explores the right to education as a gender justice issue in Afghanistan, with a particular focus on Afghan women students' experiences in accessing and participating in higher education. Afghan women students, living in a complex social context where their right to education remains contested, identify a number of priorities for action to improve their access to and participation in higher education. These include the need for quotas to increase women's enrolment, their ongoing need for financial support, the need for human rights education throughout Afghanistan to promote greater acceptance of women's right to an education and the need to address their security concerns, so that they can exercise their right to education and contribute to Afghan society without fear for their personal safety, either now or in the future.
Burridge, N & Ozdowski, S 2014, 'Developments in Human Rights Education in Australia' in Plantilla, J (ed), HUMAN RIGHTS EDUCATION in Asia -Pacific:Volume FIVE, Asia-Pacific Human Rights Information Center, pp. 147-166.
Burridge, N 2013, 'Promoting Cultural Diversity and Human Rights Education in Australian Schools:intersecting Pathways to Socially Just Communties.' in Hashemi, K & Briskman, L (eds), The NAM Yearbook of HUman Rights adn Cultural Diversity, NAM Center for Human Rights and Cultural Diversity, Tehran, pp. 27-56.
Compilation of articles on Human Rights and Cultural Diversity
Chodkiewicz, AK & Burridge, N 2013, 'Addressing Diversity in Schools: Policies, Programs and Local Realities' in Jakubowicz, A & Ho, C (eds), 'For those who've come across the seas': Australian multicultural theory, policy and practice, Australian Scholarly Publishing, North Melbourne, pp. 210-222.
Burridge, N & Chodkiewicz, A 2012, 'The journey continues: Pathways for the future' in Indigenous Education: A Learning Journey for Teachers, Schools and Communities, pp. 139-154.View/Download from: Publisher's site
Burridge, N & Chodkiewicz, AK 2012, 'An Historical Overview Of Aboriginal Education Policies in The Australian Context' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 11-22.
The history of the education of Aboriginal children in NSW since 1788 and in other states of Australia, covers periods of major policy shifts that until the late 1960s saw Aboriginal children suffer under a system of discrimination that variously separated, segregated, excluded, 'protected' or removed them from their families. It is important to revisit this history by highlighting aspects of these policy shifts as they provide the context for a deeper understanding of current Aboriginal and Torres Strait Islander education programs and policies that seek to enable Indigenous children and young people to gain access to educational opportunities offered to all students.
Burridge, N & Chodkiewicz, AK 2012, 'The Journey Continues' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 139-154.
The Quality Teaching Indigenous Project school studies described in the previous chapters focused on improving teacher quality in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. This federally funded initiative, administered by the state education department impacted on many students (Aboriginal and non Aboriginal) and teachers in twenty schools as they engaged in a journey of learning about, and improving their understanding of, Aboriginal histories and culture.
Burridge, N & Evans, C 2012, 'Carmine School' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 77-86.
Carmine School is a Kindergarten- Year 12 school that caters for students with special medical needs from disadvantaged backgrounds. It is situated in Sydney's norther region. In a typical year up to 2,000 student study at the school. Students, mostly from regional and remote areas of New South Wales, attend the school for short periods of time, sometimes as short as three to four days. Students may return at intervals during the year depending on their special needs. Commonly a significant proportion of students are of Aboriginal descent. Classes were generally small and grouped into Stages (rather than years) as defined by the New South Wales Department of Education and Training.
Burridge, N & Evans, C 2012, 'Magenta Secondary School' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 63-76.
Magenta Secondary School is located on the northern shore of Sydney with predominantly Anglo-European neighbourhoods in comparison to other Sydney regions. A small, but significant number of Aborigional students are enrolled at the school. Some students are drawn from the local area with others coming from rural and regional New South Wales. Aborigional students attend the school for various periods of time, ranging from less than a term to several years.
Burridge, N, Chodkiewicz, A & Whalan, F 2012, 'A study of action learning and aboriginal cultural education' in Indigenous Education: A Learning Journey for Teachers, Schools and Communities, pp. 33-46.View/Download from: Publisher's site
Burridge, N, Chodkiewicz, AK & Whalan, F 2012, 'A Study of Action Learning And Aboriginal Cultural Education' in Burridge, N, Whalen, F & Vaughan, K (eds), Indigenous Education: A Learning Journey for Teachers, Schools and Communities, Sense Publishers, Rotterdam, The Netherlands, pp. 33-46.
A team of education researchers from the University of Technology, Sydney, Australia was commissioned to carry out a study of the Quality Teaching Indiginous Project. The schools' action learning projects aimed at providing teachers with professional learning about Aboriginal cultural knowledge and its application for culturally appropriate pedagogical practices in the classroom. The ultimate objective of the prroject was improvement in student engagement and learning with an emphasis on (English) literacy and numeracy.
Burridge, N 2011, 'Reconciliation Matters' in Craven, R (ed), Teaching Aboriginal Studies, Allen and Unwin, Crows Nest, Sydney, pp. 153-171.
A book based on a ARC funded project on Teaching the Teachers about Aboriginal History and Culture
Burridge, N & Chodkiewicz, AK 2010, 'Action Against Racism and Discrimination: Progressing Human Rights in the Global Context' in Kirchschlager, PG & Kirchschlager, T (eds), Menschenrechte und Digitalisierung des Alltags. 7. Internationales Menschenrechtsforum, Stampfli Verlag, Bern, pp. 361-370.
Chapter deals with human rights education in the curriculum in Australia and the place of HR education in the global context.
Burridge, N & Walker, RA 2010, 'Teaching within diversity' in Cantwell, R & Scevak, J (eds), An Academic Life: A Handbook for New Academics, ACER Press, Camberwell, Victoria, pp. 97-107.
An Academic Life assists in the process of orienting new academics to the nature of academic life, particularly greater accountability in all aspects of academic life, growth in the numbers of academic staff, and increasing demands and expectations from the growing student population. This title addresses the key areas of academic work: teaching and learning; research, research training and publication; administration and community service; and the social and cultural aspects of academic life.
Burridge, N 2009, 'Education, Racism and Human Rights in a Globalised World - Perspectives from Australia. Printed in P. G. Kirchschleger/T. Kirchschleger (Hrsg.), Menschenrechte und Religionen. Internationales Menschenrechtsforum Luzern (IHRF)' in NA (ed), Menschenrechte und Religionen, Stampfli Verlag, Bern, pp. 413-419.
Represents the discourse on human rights, discrimination and education in Australia
Burridge, N 2011, 'Education for a Socially Just Society', the International conference on Democratic Citizenship and Human rights, University of Kwa-Zulu Natal, Durban, South Africa.
Burridge, N & Chodkiewicz, AK 2011, 'Education for Human Development : A Human Rights Education Perspectives', International Education Research Conference, Conference Design Pty Ltd, Hobart, Tasmania.
Yerbury, H & Burridge, N 2010, 'Questions of Identity and Action among social entrepreneurs', Australian and New Zealand Third Sector Conference, Australian and New Zealand Third Sector Conference, Australian and New Zealand Third Sector Review, University of Technology, Sydney.
Paper outlines research conducted with social entrepreneurs documenting their motivations, how they see themselves and how they implement their ideas,visions.
Onyx, J, Burridge, N & Baker, E 2009, 'Different types of community networks', Australian Social Policy Conference, Australian Social Policy Conference, Social Policy Research Centre, Sydney, Australia, pp. 1-10.
Networks appear to be the basic ingredient of all community action. But what kind of networks, how formalized, for what purpose, and what specific impact are questions about which there is little understanding in either theory or practice. This paper explores three civil-society networks in Australia, which differ in structure, decision-making, and sharing. The research involved interviews of key informants in several organisations from each network. The first is a network with a ï½head officeï½. After establishment of ï½Job Networkï½, employment-service contracts were awarded to external agencies, and these agencies organised themselves into networks to jointly bid for contracts. These networks with formal structures proved difficult to manage. The second network is the Aged Care Alliance, which operates in a traditional civilsociety manner, with community organisations collaborating to mount a particular campaign, usually under the aegis of a peak body. This network has mounted several very successful campaigns. The third case describes a loose network, comprising a number of small, activist organisations operated mainly on-line and by young people. This type of network, although essential for the survival of these organisations, has no formalized structure. The three networks are treated as ideal types and are theorized, using complexity theory.
Burridge, N 2007, '2007 Unfinished Business : Re-igniting the discussion on the role of education in the reconciliation process.', Australian Association for Research in Education 2007 Conference Papers, Australian Association for Research in Education, AARE, Fremantle, Australia, pp. 1-28.
This paper discusses the role of education in building cross-cultural understandings between Indigenous and non-Indigenous communities as part of Australias reconciliation process during the life of the Council for Aboriginal reconciliation and the subsequent downgrading of Indigenous issues from the national political and educational agenda after 2000.
Burridge, N 2007, 'A Fair Go For All : Facing The Challenges of Ethno-Cultural Diversity in Australian Schools', Conference proceedings Living Together Education and Interultural dialogue, XIII World Congress of Comparative Education Societies, Organising Committee of World Congress of Comparative Education Societies and University of Sarjevo, Sarajevo.
Burridge, N 2007, 'A Fair Go For All : Facing The Challenges of Ethno-Cultural Diversity in Australian Schools', Living Together Education and Intercultural Dialogue, XIII World Congress of Comparative Education Societies, Sarajevo,.
Paper on how schools and their related communities are facing the challenges on cultural diversity
Burridge, N 2006, 'Dealing with Difference: Representations of Cultural Diversity in School-Community Settings', AARE The Aust Assoc for Educational Research, Adelaide Australia.
Burridge, N 2006, 'Meanings and Perspectives of Reconciliation in the Australian Socio-political Context', The Sixth International Conference on Diversity InOrganisations Communities and Nations, New Orleans.
Burridge, N 2003, 'Reconciliation movement in Australia', UNDAC Forum International Peace and Reconciliation, Leura NSW.
Burridge, N, 'contemplation', Sculptors Society Exhibition Darling Harbour 2nd August ot 4th Sept 2010, Sculptors Society, Darling Harbour, Sydney 2nd August ot 4th Sept 2010.
Bronze figurative sculpture
Burridge, N, 'Skin: Touching the Void', Darling Park Exhibition, The Sculptors Society, Darling Park Building.
Research Background and Field It is well known that all of us have identity markers in defining 'self' and how that 'self' relates to the context in which we exist. However there can be events in one's life where these markers are challenged. Where your portrayal of self in a particular mode is questioned and you have re-shape that identity and come to terms with that re-shaping emotionally. This work is a depiction of a journey of healing - through which the self, although damaged by events has to re-emerge and become resilient. Research contribution and Innovation Skin is a mix media piece which combines the sculptor's skills of working with limestone with a realistic portrayal of body shapes through life sculpture. The Piece is representative of how through art one can turn a negative experience into a positive one, celebrating and enhancing the positive in life's experiences. The implanting of the hands in a womb like structure suggest in the first instance a cocooning of the experience while at the same time the placement of the hands suggest a re-emergence from the depths. The Piece tells a story of survival and resilience. It is art as therapy a theme that should be explored further in research. Innovation lies in the juxtaposition of a life sculptural form ie the hands within a the carved limestone in a realistic and almost functional way. The piece was selected to be shown at the Sculptors Society Exhibition in Darling Park, Sydney August 2012
Simoes dos Santos, P, Duxson, S, Burridge, N, Miller, K, Chodkiewicz, A, Ellinson, A & Goodall, A White Ribbon Australia 2019, Evaluation of Breaking the Silence Schools Program, pp. 1-159, White Ribbon Australia.
The University of Technology (UTS) was engaged by White Ribbon Australia in 2017 to evaluate the Breaking the Silence Schools Program (BtS), which is a primary prevention program that has been run in Australian schools since 2009. The BtS program provides professional learning for principals and teachers to give them foundational knowledge, tools and strategies to encourage, enable and support respectful relationships and violence prevention in schools.
UTS developed the evaluation approach that integrates a suite of research methods and data sources from previous internal evaluations and program materials. The report presents the findings and recommendations from this evaluation.
Human Rights Education centres; Professional Teachers Associations; Australian Human Rights Commission
A 'tool kit' for small grass roots organisations seeking to report their social impact to their funding organisations
Burridge, N, Riordan, GP, Aubusson, PJ, Evans, C, Vaughan, K, Chodkiewicz, AK & Kenney, SM University of Technology, Sydney 2009, Evaluation Study of professional learning on teacher awareness of Aboriginal Cultural Knowledge and its impact on Teaching, pp. 1-109, Sydney, Australia.
Evaluation of quality teaching Indigenous programs in selected schools
This research project uses a qualitative case study approach to investigate how a small group of schools and their related communities are addressing cultural diversity issues within the current context of major community debates about national identity, immigration and ethnicity. The schools are situated in different geographic areas of Sydney and have different cultural compositions. Two are culturally diverse while two are situated in culturally homogenous communities. The project examines what models of practice these schools are implementing in their school programs and policies in addressing issues of cultural diversity and community cohesion and place them within the various discourses on multiculturalism. Investigations centre on the connection between schools and their local communities in exercising leadership to achieve a socially cohesive educational environment for students and to how best extend this in the local community. It analyses student and teacher understandings of cultural diversity issues and their manifestations in the classroom as well as community attitudes to the cultural diversification of their neighbourhoods.