Since 2008 Rick Flowers has been Head of Adult Education and Postgraduate Programs in the Faculty of Arts and Social Sciences at the University of Technology Sydney (UTS). In this portfolio there are courses in popular education and social change, organisational and workplace learning, adult literacy and numeracy teaching, applied linguistics, TESOL, e-learning, Indigenous Studies, journalism, public relations, organisational communication, information and knowledge management, media arts production, creative writing and international studies.
Rick was Director of the Centre for Popular Education at the University of Technology, Sydney from 1999 to 2007. The Centre for Popular Education undertook research in environmental education and advocacy, community cultural development, health education and community development, the pedagogy and politics of working with young people, union and community organising, and community leadership. The Centres research annual income varied between $50,000 and $700,000. In 2005 it employed six contract researchers, a full-time manager, two research assistants. Seven tenured staff also worked with the Centre. In this time, Rick led over 20 commissioned action research, evaluation and curriculum projects. Clients have included national, state and local government agencies, philanthropic foundations and NGOs. Rick conceived and convened a series of three-day international conferences plus one-day symposia that earned him and the Centre
Previous work includes appointment as a Research Fellow (ARC grant) investigating Aboriginal adult educator training needs, co-ordinator of a rurally based community development training program, and community work in Western Sydney.
Rick has undertaken an extensive amount of pro bono work serving on boards of management with a range of community service and sporting organisations including a football club with almost 2,000 players, a regional football association, a youth refuge, a legal services body and youth sector training organisation.
1991-2 chairperson of RPL Working Party for B.Ed Aboriginal Program
1992-4 chairperson, NSW Youth Sector Training Council
1993-4 member of Course Review Committee, Bachelor of Social Science (Youth Work), Faculty of Arts and Social Sciences, University of Western Sydney, Macarthur
1995-6 member of Course Re-accreditation Committee, Diploma in Youth Work, NSW TAFE
1996-7 chairperson of Faculty of Education RPL Committee
1998 member of Centre for Community Welfare Training advisory committee
1998 member of Course Re-accreditation Committee, Bachelor of Youth Studies, RMIT University
1999-01 member of Centre for Legal Education advisory board
2003-6 member of UTS Faculty of Education Courses Committee
2009-12 Consulting editor, Canadian Journal of Studies in Adult Education
2011-16 Consulting journal editor, Studies in Adult Education, United Kingdom
1987-1992 member of the Board of Directors of Arrunga Youth Services Inc. -(Secretary, 1989 and Treasurer, 1990, 1991 & 1992), Petersham, Sydney
1990 advisory committee member, Waverley Council and NSW Law Foundation Community Crime Prevention Project,
1990-1991 Vice-President Settlement Neighbourhood Centre, Redfern, Sydney
1992-1994 Chairperson, NSW Youth Sector Training Council
1994 - Life member, Youth Action and Policy Association
2002-2008 President, Queens Park Soccer Club (102 teams)
2007-2010 Vice-President, Eastern Suburbs Football Association
2017 Board member, Queens Park Soccer Club (1,200 players)
Can supervise: YES
Rick is currently collaborating with Elaine Swan. Drawing on Ricks research on collective action and learning, and Elaines work on whiteness, gender and public pedagogies, they are developing a major research programme on food pedagogies. They use the term to explore the way that the growing, buying, preparing, cooking, tasting, eating and disposing of food have become the target of intensified pedagogical activity across a range of domains including cooking programs, social movements, activist films and public health education. In other words, no longer is it just your physical education and home economics teachers, and parents, who teach/preach what food is good for you, but there are now countless TV programs, advertisements, magazines, blogs, festivals, restaurants, supermarkets, growers markets and shops also teaching. Their research seeks to analyse the moral economy of constructions of learners, food knowledges, skills, expertises and how these are racialised, classed and gendered. In less than two years, Rick and Elaine have published four journal papers, and are editing a special issue on Food Pedagogies in the Australian Journal of Adult Learning to come out in November 2012, plus editing a book with Ashgate.
They are undertaking fieldwork in southwestern Sydney. The research is significant and innovative a number of different ways. First, this project focuses upon an under researched and under theorised food pedagogy: the ethnic food tour. There is important literature on culinary tourism and some of this discusses issues of race, ethnicity, class and gender. Second, the research is significant and innovative methodologically: we are using innovative research methods such as walking ethnography, and visceral fieldwork which can contribute to the field of food studies and adult education. Very little of this has attended to issues of race and ethnicity. Thirdly, much public pedagogy research stays at the level of media analysis and does not look at how pedagogies may be constructed by the teacher and received by the imagined learners. Fourthly, we are seeking to internationalise our research by undertaking cross-cultural comparison in order to understand the interface between state tourisms, multiculturalisms, histories and constructions of food, ethnicity and in particular, Asia and Asianness. Fifthly, we are bringing new methods and ideas of bodies and senses to the study of public pedagogy.
Ricks track record led to repeat invitations to lead action research projects in the fields of capacity building for the advocacy-oriented environment movement, grassroots community leadership initiatives, health promotion, and Aboriginal community development. His work has played an important role in raising the profile of popular education.
All of Ricks doctoral students focus on education for citizenship and community development and their settings traverse schools, technical and further education colleges, health promotion, community arts and democracy-building struggles in the face of dictatorships.
Creativity, Complexity Studies and Leading Innovation
New Media and Social Change
Philosophical and Ethical Perspectives in Education
Sociological Perspectives in Education
Global Problem Solving
Organisational Learning and Change: Local and Global
Adult Learning and Program Development
Flowers, R & Swan, E 2015, Food Pedagogies, Ashgate Publishing, Ltd..
Drawing on a range of international studies, diverse contexts, genres and different methods, this book provides new sites of investigation and lines of inquiry.
In light of this, contributors to this book argue that food has become the target of intensified pedagogical activity across a range of domains, including schools, supermarkets, families, advertising and TV media.
Swan, E & Flowers, R 2018, 'Lasting Impressions: Ethnic Food Tour Guides and Body Work in Southwestern Sydney', Gender, Work and Organization, vol. 25, no. 1, pp. 24-41.View/Download from: Publisher's site
© 2017 John Wiley & Sons Ltd In this paper we examine the racialized and gendered body work required of guides leading ethnic food tours in southwestern Sydney, Australia. We draw on theorists who examine the materialization of race and bodies to extend concepts of intimacy, vulnerability and proximity: dominant themes in studies of occupations involving 'body work'. To date, very few studies of tour guides have examined the embodied interactions required by the work of guides. Using Ahmed's concepts of inter–embodiment and impressions, we stress that racialized bodies need to be understood as materializing in body work. In particular, we show how body work on the tours includes smiling, vocalization and shepherding and can be understood as contact with the Other. Our paper contributes to the literature on bodily interactions at work in three core ways: first, adding original empirical work on ethnic tour guiding, second, by showing how 'body work' is racialized and gendered, and finally, by exploring the relations between food and multicultural intimacies and the vulnerabilities of racialized bodies.
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
Flowers, R 2017, 'The potential of popular education. Social action of adult education using the example of the pro-refugee movementSoziales Handeln der Erwachsenenbildung am Beispiel der Pro-Flüchtlingsbewegung: Das Potenzial der Popular Education', DIE Zeitschrift für Erwachsenenbildung, vol. 2.
Migration across the North-South divide, from ‘poor’ countries of the South to ‘rich’ countries of the North, has shaped societies all over the world for decades. However, in recent years, following the wars in the Middle East (eg Iraq, Syria, Afghanistan and Libya), Africa (eg. Burundi, Rwanda, Sudan and Congo), and Asia (eg Sri Lanka and Burma); countries of the North, such as Germany, Sweden, Austria, Canada and Australia, have increasingly exercised the privilege of acting as hosts to, and settling, large number of refugees. But these settlement policies and programmes are the subject of fierce political contestation, so much so that social action campaigns are waged to criticise and influence government policies and programs for refugees and asylum seekers.
For the purpose of this paper I will deploy loose definitions of social action and social movements. I suggest that the constellation of pro-refugee and anti-refugee campaigns constitute respectively social movements. As a precursor to discussing the role of adult learning in social action, it should be noted there is a distinction between campaigns that are focused on raising awareness and mobilising support among citizens of host countries to those that are directed at supporting refugees and asylum seekers. But an equally important distinction is between campaigns that are led by refugees themselves as opposed to campaigns run by non-refugees for refugees. These distinction raise questions about whose interests are being served.
Flowers, R & Swan, E 2017, 'Bring a plate: Facilitating experimentation in The Welcome Dinner Project', Studies in the Education of Adults, vol. 49, no. 2, pp. 269-287.View/Download from: Publisher's site
© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. Drawing on in-depth empirical research, we explore a project called The Welcome Dinner (WDP). The WDP aims to bring together 'newly arrived' people and 'established Australians' to meet and 'share stories' over a potluck meal in 'the comfort of their own home'. The purpose is to create meaningful connections, new friendships and social solidarities. In this paper, we focus on the micro-contexts of the dinners and the minute activities and techniques that facilitators use in hosting. Our aim is not to analyse the effects of the project but rather the design and meaning of the activities. As a form of 'designed everyday multiculturalism', focused on welcoming new arrivals to Australia, it takes effort, skill and labour to manage the contact between different cultural groups over organised meals. Thus, facilitators take over the hosting of the lunches and dinners to run activities, which are imagined to lubricate social dynamics and relations, and produce convivial commensal affects and behaviours. Drawing on theories of training activities as embodied and cognitive experimentations, which enable new knowledge practices and social relations, we analyse field notes and interviews about the facilitation, structure and activities at the WDP home dinners.
Flowers, R & Swan, S 2017, 'Seeing benevolently: Representational politics and digital race formation on ethnic food tour webpages', Geoforum, vol. 84, pp. 206-217.View/Download from: Publisher's site
© 2016 Elsevier Ltd.The aim of this paper is to extend studies of food media and racialisation by applying Nakamura's (2002, 2008) concepts of digital race formation and cybertype to the webpages of an ethnic food tour in southwestern Sydney. Whilst the literature on food media, and racialisation and food practices are burgeoning, little attention to date has been given to racialization and gendering on food websites, and particularly those for social enterprises, which have hybrid commercial and social aims. Given that Nakamura has focused on a range of new media but not webpages, we draw on analytic frameworks on visual racism from Van Leeuwen (2008) and interactivity and aesthetics by Adami (2014, 2015) to provide a detailed case study analysis of how the visual and verbal meaning-making strategies and the technological affordance of interactivity produce racialised and gendered cybertyping and Othering. Our analysis shows that racialised femininity is deployed to touristify a region seen by racist media to be criminalised, masculine and foreign. We conclude by arguing that methods for analysing meaning-making strategies in new media need to be developed in food studies and that food social enterprises should see their representational work as part of their social mission.
Flowers, R 2016, 'A university’s relationship to activist and academic research in adult and popular education', Magazin erwachsenenbildung.at : Das Fachmedium für Forschung, Praxis und Diskurs, vol. 27, no. 9S, pp. 49-57.
This article in English provides insight into the history, development and implementation of popular education in Australia. Rick Flowers, director of the Centre for Popular Education at the University of Technology in Sydney, describes his personal journey as well as the journey of his research group toward action and participatory research. Applied and participant oriented research and seminars no longer want to distinguish between academic and action research and teaching and resolutely attempt to implement both. This development was driven by the question of what role universities have and can take on in adult and popular education. The article also points out the theoretical background to the development in the content and organization of the research institution. Marxist educational discourses should be combined with Paulo Freire‘s approach to a “Pedagogy of the Oppressed” and theories on community education from the German speaking world. The article finishes with examples of the concrete work done by the Centre for Popular Education
Swan, SE & Flowers, R 2015, 'Clearing Up the Table: Food Pedagogies and Environmental Education—Contributions, Challenges and Future Agendas.', Australian Journal of Environmental Education,, vol. 31, no. 1, pp. 146-164.View/Download from: Publisher's site
In our paper, we draw on recent scholarship on food pedagogies and pedagogy studies to explore themes in the collection of articles in this special issue. In particular, we show how the articles variously conceptualise formal and informal pedagogies, their curricula, aims, and potential effects in relation to food and sustainability. Drawing on debates in pedagogy studies, we investigate how the papers reflect on what makes a pedagogy pedagogical. We then turn to food studies literature to identify how the articles in this special issue construct food as a theoretical and empirical object. Given food's multifaceted nature, which means that food works materially, biologically, economically, symbolically and socially, we explore which versions of food and its attributes are profiled across and within the articles. Inspired by critiques on race and class in relation to food and food social movements, in the final section of the paper we ask how the articles and future research on food and environmental education can take account of the racialised, gendered and classed dimensions of education for food sustainability. As part of our discussion, we evaluate the ethics of doing good, the moral economy educators reproduce in relation to class, race and gender, and the contribution feminism and critical race theory can make to future research agendas and writing in the field.
Flowers, R 2012, 'Researching the Recognition of Prior Learning: International Perspectives', Studies in the Education of Adults, vol. 44, no. 2, pp. 254-256.
Public pedagogies in tourism and education in Australia suggest that food is a medium through which we learn more about each others cultures: in other words food is a pedagogy of multiculturalism. Drawing on a white Anglo Australian mans memories of food in different intercultural encounters, this paper prises open the concept of eating the Other. There has been trenchant critique of food multiculturalism and the consuming cosmopolitan in Australia (Hage 1997; Probyn 2004; Duruz 2010). Thus, several writers critique the prevailing idea that eating ethnic food is a sign of cosmopolitanism, and even anti-racism, in individuals and cities in Australia (Hage 1997; Sheridan 2002; Duruz 2010). Hence, the notion of eating the Other has been taken up to discuss how ethnicity becomes an object of enrichment for white people through the eating of ethnic food in restaurants (Hage 1997) and cooking ethnic food at home (Heldke 2003). In this paper we present an `entangled story of Frank which includes white expatriate masculinity, multiculturalism with ethnics and what Heldke calls `colonial food adventuring. Drawing on a close reading of Franks story, we argue that an evaluation of food multiculturalism needs to historicise, gender and racialise inter-cultural food encounters. Thus, we argue that there are ethnic food socialities other than those of home-building or restaurant multiculturalisms. We suggest that culturalist and political economy pedagogies of food multiculturalism could be augmented by one that attends to the production of whiteness and gender.
Flowers, R & Swan, E 2012, 'Pedagogies of doing good: Problematisations, authorities, technologies and teleologies in food activism', Australian Journal of Adult Learning, vol. 52, no. 3, pp. 532-572.
In this paper, we apply a framework from Nikolas Rose to analyse the politics of âdoing goodâ in food activist education, what we call food pedagogies. We argue that a detailed exploration of food pedagogies has been neglected in adult education and in the growing sites of food education, advice and learning in Australia and other countries. In contrast to other frameworks in adult education which focus on classifying approaches as behaviourist, humanist, progressive and radical, we deploy problematisations, technologies, authorities and teleologies. These latter âpathwaysâ move away from an abstract idea of âpower as propertyâ and as coercive (Gore 1993) to an examination of âpower as techniqueâ and as productive. Drawing on qualitative data with three different types of food activist educators â a biodynamic educator, health promotion manager and two farmer-activists, we show how Roseâs framework Rick Flowers and Elaine Swan 533 opens up our ideas about what can be seen as pedagogical to include the non-human and how adult educators authorise their claims to be doing good. We conclude by arguing that the differences in how each of these activists see food and health should not simply be seen as a difference in opinion but a difference in what Annemarie Mol (1999) calls ontological politics. In so doing, the paper contributes new analytic framework for analysing adult educator approaches and in particular their claims to be âdoing goodâ.
Flowers, R 2011, 'Aboriginal Adult Education, Employment and Community Development Issues in Western Sydney', WESTIRâs Western Sydney Letter, vol. 11, no. 1, pp. 12-17.
Flowers, R 2011, 'Historical musings about popular education in Australia', New Community Quarterly, vol. 9, no. 35, pp. 4-9.
Flowers, R 2011, 'Popular Education and Advocacy for Refugees and Asylum Seekers', Education Links, vol. 68.
Writing on social movement learning and environmental adult education invokes particular views on knowledge that need further examination and development in relation to food social movements. Although food social movements take different forms, the paper argues that the politics of food knowledge is at the centre of many of these movements. Contributing to the discourse of social movement learning, this article focuses on the film Food, Inc., an important activist resource and documentary film about a particular food movement. We analyse how it legitimates certain forms of knowledge about food production and consumption and de-legitimates others. Whilst a useful case study on knowledge and film activism in itself, the article seeks to challenge what it sees as some key tenets about knowledge in social movement learning literature. One key tenet is that it is self-evident whose interests are served by 'ordinary people's knowledge' and 'scientific knowledge.' Instead, it is argued that when it comes to collective action for food there is ambiguity, messiness and contestation about what constitutes knowledge and, in particular, anti-capitalist knowledge. But realisation of such ambiguity, messiness and contestation should not lead to paralysed inaction, but to informed and nuanced action. A question then for social movement learning practitioners is how they can mobilise social change through a broader sense of knowledge and its effects.
Flowers, R 2009, 'Can competency assessment support struggles for community development and self-determination', Report Zeitschrift fuer Weiterbildungsforschung, vol. 32, no. 2, pp. 23-35.
III this paper an argument is presented that if competency assessment is to make any contribution as a potentially "liberating" curriculum strategy for struggles of commu~ nity development and self~determination thell it needs to contest the authoritarianism of the national qualification frameworks that have been established in Australia and New Zealand. This article critiques research and policy efforts, in particular for indigenous learners which seeh to merely make authoritarian curriculum and assessment structures more culturally appropriate, more accessible and equitable rather than changing and democratisillg the structures themselves.
Popular education is a term which has been used for a considerable time. At the out~ set, however, it should be pointed out that there are multiple perspectives, but they do not "speak" much to each other. There is a tendency to define popular education in narrow and formulaic terms, according to which tradition one is drawing on. I counter this by discussing four traditions and attempt to distil common features across the multiplicity.
Flowers, R & Chodkiewicz, A 2009, 'Developing a more research-oriented and participant-directed learning culture in the Australian environmental movement', Australian Journal of Adult Learning, vol. 49, no. 2, pp. 295-318.
Environmental groups seek to educate and change people, yet there is little discussion and debate about the various theories and practices they use. One has only to think about the big, national environment groups like Australian Conservation Foundation, Wilderness Society, Greenpeace, Friends of the Earth and World Wildlife Foundation to note that they go about their educational and change practices in distinct ways. And then there are new groups like Climate Action, GetUp and Climate Camp who are seeking to educate and change people in more contemporary ways. We think that adult educators could play a helpful role in fostering more critical and participant-directed interrogation among environmental groups about aspects of their practices that focus on change and education. In this paper, we report on focus groups, case studies and a literature review we conducted for a coalition of three environmental non-government organisations and a state government agency to do just that.
Flowers, R & Chodkiewicz, A 2009, 'Local communities and schools tackling sustainability and climate change', Australian Journal of Environmental Education, vol. 25, pp. 71-81.
Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of more effective community and school relationships. We are interested in the possibilities of enabling more authentic and transformative learning experiences in community and school relationships, by developing a more analytical approach to communities and schools working together. Drawing on Uzzell's (1999) framework and a number of recent empirical studies we describe how communities and schools in one Australian State, New South Wales, have been working together for environmental sustainability. We point to how the links between local communities and schools continue to be under-utilised, and suggest ways that these important relationships can be strengthened and extended. © Australian Association for Environmental Education.
Flowers, R, Guevara, R & Whelan, J 2009, 'Popular and environmental education: The need for more research in an 'emerging' field of practice', Report Zeitschrift fuer Weiterbildungsforschung, vol. 32, no. 2, pp. 36-50.
Environmental education that fosters meaningful community participation and learning has been considered a requisite to sustaining our human and natural environments in many of the global conferences, agreements, declarations and charters since the 1972 UN Conference on the Environment in Stockholm. Despite this growing consensus there is a smail amount of published research in Australia in this field of practice we have decided to call popular and informal environmental education - education that often involves adults in social action. The authors argue, howevel; that there is no shortage of educational practice that can be described as popular and informal environmental education. The autors propose a typology that will assist in defining this field of practice and establish theoretical links with the emerging field of environmental adult education.
Flowers, R & Chodkiewicz, AK 2009, 'Communities and schools tackling sustainability and climate change: the Australian Sustainable Schools Initiative in NSW', Australian Journal of Environmental Education, vol. 25, pp. 71-83.
Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of more effective community and school relationships. We are interested in the possibilities of enabling more authentic and transformative learning experiences in community and school relationships, by developing a more analytical approach to communities and schools working together. Drawing on Uzzell's (1999) framework and a number of recent empirical studies we describe how communities and schools in one Australian State, New South Wales, have been working together for environmental sustainability. We point to how the links between local communities and schools continue to be under-utilised, and suggest ways that these important relationships can be strengthened and extended.
Flowers, R & Chodkiewicz, AK 2009, 'Developing a more research-oriented and participant-directed learning culture in the Australian environment movement', Australian Journal of Adult Learning, vol. 49, no. 2, pp. 294-318.
Flowers, R & Trede, FV 2005, 'Diversity Healthâ â Emanzipatorische PÃ¤dagogik and Gemeinwesenkunst: Ein Fallbeispiel: Geschichtsbilder auf der Kardiologiestation im Prince of Wales Krankenhaus in Australien', Alice, vol. 10, pp. 1-7.
Flowers, R 2002, 'Evaluation Perspectives and Practices in Community Cultural Development: A theoretical introduction', Artwork, vol. 53.
Flowers, R & Foley, G 1992, 'Knowledge and Power in Aboriginal Adult Education', Convergence, vol. 25, no. 1, pp. 61-74.
Explores the complexity of translating rhetorical commitment into action in Aboriginal control of adult education in Australia. Relationship between aboriginal knowledge with white knowledge; identification of learning needs of aboriginal people.
Flowers, R 1984, 'What is the Use of Geography?', Bloomsbury Geographer, vol. 6, no. 1, pp. 21-25.
Flowers, R & Heggart, K 2020, 'Justice-oriented, 'thick' approaches to citizenship education in Australia: Examples of Practice' in Peterson, A, Stahl, G & Soong, H (eds), The Palgrave Handbook of Citizenship and Education, Palgrave Macmillan, London, pp. 435-455.
The Palgrave Handbook of Citizenship and Education will be available in print format in 2020. The living reference will start to publish much sooner on SpringerLink.com with first chapters accessible in early 2018.
There has been extensive research into formal approaches to civics and citizenship education which has identified different typologies (e.g justice-oriented and participatory) and underlying philosophies ('thick' vs 'thin'). However, research remains limited in regards to the pedagogical possibilities that enable such approaches. This chapter explores a range of different examples of justice-oriented and thick approaches to citizenship education. It begins by identifying both formal and informal examples from schooling before broadening the debate to discuss examples from civil society, such as refugee advocacy groups and cycling social movements. In doing so, this chapter explicates a typology that frames different forms of citizenship education from passive to active and participatory and then to justice-oriented.
Heggart, K & Flowers, R 2020, 'Justice-Oriented, "Thick" Approaches to Civics and Citizenship Education in Australia: Examples of Practice' in The Palgrave Handbook of Citizenship and Education, Springer International Publishing, Switzerland, pp. 1-16.View/Download from: Publisher's site
There has been extensive research into formal approaches to civics and citizenship education which has identified different typologies (e.g., justice-oriented and participatory) and underlying philosophies ("thick" vs. "thin"). However, research remains limited in regards to the pedagogical possibilities that enable such approaches. This chapter explores a range of different examples of justice-oriented and thick approaches to citizenship education. It begins by identifying both formal and informal examples from schooling before broadening the debate to discuss examples from civil society, such as refugee advocacy groups and cycling social movements. In doing so, this chapter explicates a typology that frames different forms of citizenship education from passive to active and participatory and then to justice-oriented.
Flowers, R & Swan, S 2019, ''Sauce in the bowl, not on our shirt': Indochinese Migrants, Taste Education and Aesthetic Knowledge in Ethnic Food Tours to Cabramatta, Sydney' in Leong-Salobir, C (ed), Routledge Handbook of Food in Asia, Routledge, Milton Park UK, pp. 222-236.
Drawing on our participant observation and informed by studies of taste education and food aesthetics, we analyse an ethnic food tour led by two Vietnamese Australian tour guides to Cabramatta, Sydney. We argue that the guides teach tour participants a spectrum of aesthetic appreciation for Vietnamese food including gastronomic sensory registers, practical, embodied and etiquette aesthetics. By discussing this range of aesthetic forms including their focus on our bodies, we develop the studies on taste education by Isabelle De Solier, Ken MacDonald, and Krishnendu Ray to show the complexity, skill and taste in the food pedagogy work of the tour guides. More specifically, we extend Ray's body of work on racially minoritised restaurateurs' 'design work' and his argument that their aesthetic work shapes the taste of dominant groups.
Flowers, R & Swan, S 2019, 'The Welcome Dinner Project: food hospitality activism and digital media' in Phillipov, M & Katherine, K (eds), Alternative Food Politics From the Margins to the Mainstream, Routledge, Milton Park UK, pp. 95-112.
In this chapter we analyse how a food social enterprise is visually represented in diverse social and mass media online platforms. We show how The Welcome Dinner Project uses photographic images to promote food hospitality activism, domestic welcoming and everyday intercultural commensality. We note how the visual trope of 'home mode everyday multiculturalism' characterises the images shown on the Facebook, twitter and Instagram platforms of the social enterprise. But when digital magazines and newspapers post stories about the Welcome Dinner Project, the images are remediated and represent the visual tropes of 'food porn' and 'world on a plate'. These seemingly 'innocent' tropes and images of food adopt problematically racist scripts thereby undermining the original messages of the social enterprise. The Welcome Dinner Project influences how it is represented by providing images and content, much of which is re-used and re-circulated, but our analysis show that it cannot control how its images are re-used and re-semioticised or how digital images produced by other media organisations appear alongside verbal text. In particular, we analyse how the WDP's images of welcoming are remediated in ways that fit racist scripts about whiteness, who counts as a 'good' migrant, and acceptable images of cultural and racial diversity. Like offline food media, online digital images of food can racialise, Other, and invoke and normalise whiteness.
Flowers, R & Swan, E 2018, 'The Welcome Dinner Project: Food hospitality activism and digital media' in Alternative Food Politics: From the Margins to the Mainstream, pp. 95-112.
Flowers, R 2016, 'Deliberate and Emergent Approaches to Practice-Development: Lessons learned from the Australian Environment Movement' in Trede, F & McEwen, C (eds), Educating the Deliberate Professional Preparing for future practices, Springer, Switzerland, pp. 59-73.View/Download from: Publisher's site
In this chapter, I critique the practice of environmental activists or, as I name them, ‘champions for sustainability’. They undertake practice to bring about change in values, behaviours and policies in the household, community and public policy domain. Champions for sustainability pursue those elements of professionalism that are concerned with improving society and upholding standards of high quality, etc. And, given the massive scale of environmental movements across the world, there should be more scholarly attention paid to their practice development, albeit unpaid work. With this chapter, I argue that there is too much reliance in the Australian environment movement on ad hoc approaches to the development of social change practices and make a case to be more deliberate and emergent. It may seem a common-sense truism to say that champions for sustainability should be more deliberate in attending to their social change practices, but I describe and discuss how it does not happen much and why. Remarkably few resources are invested by environmental advocacy organisations in practice development, let alone in initiatives to be more deliberate. To build on Trede and McEwen’s conceptualisation of deliberate practice, I draw on Mintzberg and Waters’ theorising about deliberate and emergent strategies for organisational change. I then describe and discuss two broad structural strategies to foster more deliberate practices. The first is to create conditions for a new and more deliberate culture of learning in the environment movement. The second is to foster more trans-disciplinary approaches to theorising about social change
Flowers, R & Townsend-Cross, M 2016, 'Professional education and Indigenous Australian issues: Towards uncomfortable pedagogies' in Higgs, J & Trede, F (eds), Professional Practice Discourse Marginalia, Springer, Rotterdam, pp. 223-233.
EDUCATION. AND. INDIGENOUS. AUSTRALIAN. ISSUES. Towards
Uncomfortable Pedagogies There is a growing commitment by Australian
universities to educating future professionals – be they for example, social workers, teachers, ...
Flowers, R & Swan, S 2015, 'Potatoes in the Rice Cooker: Family Food Pedagogies, Bodily Memories, Meal-time Senses and Racial Practices' in Flowers, R & Swan, S (eds), Food Pedagogies, Ashgate Publishing Limited, UK, pp. 49-74.
Flowers, R & Swan, SE 2015, 'Multiculturalism as Work: The Emotional Labour of Ethnic Food Tour Guides' in Abbots, EJ, Lavis, A & Attala, ML (eds), Careful Eating: Bodies, Food and Care., Ashgate Publishing Limited, UK, pp. 25-41.
Flowers, R & Trede, F 2014, 'Patient-centered context of health practice relationships' in Higgs, J, Croker, A, Tasker, D, Hummell, J & Patton, N (eds), Health Practice Relationships, Sense Publishers, Rotterdam, pp. 37-46.
Health practice might be informed by scientific knowledge but it is carried out with
people and within social contexts. To this end, much has been written about
patient-centred care. The virtues of listening to patients, respecting their health
beliefs and behaviours and working with them as partners have been well
documented. From the World Health Organization to government agencies to local
community health centres, all subscribe and explicitly endorse patient-centred
approaches through policies, missions and practice models (WHO, 2000; Kitson,
Marshall, Bassett, & Zeitz, 2012). There is no lack of recognition of patientcentred
care in strategic plans, professional value statements, codes of conduct and
organisational policies. In this literature little attention has been devoted to
explicitly integrating this approach with managerial imperatives for efficient
patient flow underpinned by allotting a predetermined number of days in hospital
for each patient based on diagnosis. Moreover, traditional biomedical beliefs about
health, and the dominant imperative for privileging evidence-based practice as best
practice, continue to prevail over other ways of knowing and practising healthcare.
In this chapter patient-centred contexts of health practice relationships are
framed through historical, paradigmatic and social practice lenses. The
interconnected roles of dialogue, critical questioning skills and learning that shape
health practice relationships are explored. Technology and digital health are also
discussed as emergent factors that radicalise possibilities for reconceptualising
patient-centred practice contexts. Conclusions are offered that assert that healthcare
practice models underpinned by patient-centred perspectives cannot thrive as an
add-on thought or strategy; neither can they thrive on simply appealing to
professionals' emotions and relying on their empathy. Conceptualising and
realising patient-centred professional relationships requires distinctiv...
Flowers, R 2009, 'How effective are youth workers in activating young people's voices?' in Rob White (ed), Concepts and Methods of Youth Work, Australian Clearinghouse for Youth Studies, Hobart, Australia, pp. 355-368.
This paper presents an argument that questions the dominant discourse of empowerment in youth work practice. I report on the analysis of the discourse of a sample of youth and community workers.
Flowers, R & Hawke, GA 2000, 'The recognition of prior learning in Australia' in Norman Evans (ed), Experiential learning around the world: employability & the global economy, Taylor and Francis, Philadelphia.
Hawke, GA & Flowers, R 2000, 'The recognition of prior learning in australia' in Evans Norman (ed), Experential learning around the world: employability & the global economy, Jessica Kingsley, London UK, pp. 151-166.
Flowers, R & Foley, G 1992, 'Aboriginal Adult Education in Australia' in Willis, P & Harris, R (eds), Striking a Balance: Adult and Community Education in Australia: Towards the Year 2000, University of South Australia and Australian Association and Adult and Community Education, Canberra, pp. 1-10.
Flowers, R 1991, 'Aboriginal Community Development' in Nick Mannning (ed), Mosaics: A Training Resource for Community Workers in Western Sydney, Western Sydney Community Forum, Sydney, pp. 110-117.
Foley, G, Flowers, R, Camilleri, S & Ingram, N 1990, 'Towards an Aboriginal Community Controlled Adult Education' in Mark Tennnat (ed), Adult and Continuing Education in Australia: Issues and Practises, Routledge Kegan and Paul, London, pp. 1-27.
Flowers, R 2010, 'Historical musing about popular education in Australia', Melbourne.
Flowers, R 2009, 'Different notions of peer education', Annual General Meeting of NSW Users and AIDS Association, Sydney.
Flowers, R 2012, 'Popular education, health promotion and community development', Sydney.
Flowers, R 2009, 'Popular Education: German and Australian comparisons', Duisburg, Germany.
Flowers, R 2009, 'Storymaking, popular education and cultural diversity in a cardiac hospital ward', University of Western Sydney, Sydney.
Flowers, R 2008, 'Arts and Co-production for Diversity Health', Diversity in Health conference, Sydney.
Flowers, R 2008, 'Professionalisation and adult education in Australia', Forum for the the European Masters in Adult Education, Duisburg, Germany.
Flowers, R 2007, 'A Critique of Trickle-down Theories of Community Education', NSW TAFE Outreach Annual Conference, Sydney.
Flowers, R 2007, 'Implications of the New Research Methodologies in Howardâs âClever Countryâ', New Methods for Social Justice Research in the 21st Century, University of Western Sydney, Sydney.
Flowers, R 2007, 'Local councils and schools working together for climate change, sustainability and active citizenship', 4th International Conference on Environmental Education, Delhi, India.
Flowers, R 2007, 'New forms of education for active citizenship using digital technologies', NSW Learn Scope Gathering, Katoomba.
Flowers, R 2004, 'Education and Social Action', Education and Social Action, Education and Social Action, Centre for Popular Education UTS, UTS, pp. 1-459.
Flowers, R 2005, 'Popular Education and Action Research', Action Learning, Action Research and Process Management, UTS, Sydney.
Flowers, R 2004, 'Education and Social Action', Education and Social Action, Centre for Popular Education, UTS, Sydney.
Flowers, R 2004, 'Participatory and Engaging, but not Emancipatory: Democracy and Informal Education in Singapore', Adult Education for Democracy, Social Justice and a Culture of Peace, Proceedings of the Joint International Conference of the Adult Education Research Conference (AERC) and the Canadian Association for the Study of Adult Education (CASAE), Adult Education Research Conference (AERC) and the Canadian Association for the Study of Adult Educa, Victoria, Canada, pp. 148-154.
Flowers, R 2003, 'Community Capacity Building', Sydney.
Flowers, R 2003, 'School â Community Collaborations through Community Cultural Development', Sydney.
Flowers, R 2002, 'Building School Communities', Sydney.
Flowers, R 2001, 'Global and Popular Education', Global Educators National Association, Sydney.
Flowers, R 2001, 'Peer Education', Educators Network Meeting of Australian Federation of AIDS Organisations, Sydney.
Flowers, R 2000, 'Community Capacity Building', Victorian Rural Health Conference, Lakes Entrance.
Flowers, R 1996, 'Can Competency Assessment Support Struggles for Community Development and Self-Determination?', Partnerships in Assessment, Partnerships in Assessment, Auckland Institute of Technology, Auckland, New Zealand, pp. 50-68.
invited keynote address
Flowers, R 1997, 'Community Work, Youth Work and Popular Education', Community Work, Youth Work and Popular Education. Revised Conference Proceedings, Department of Community and Aboriginal Education, UTS, Sydney, pp. 1-310.
Flowers, R 1997, 'Is informal education a field of practice? A comparison of Anglo, American and German perspectives', Crossing borders, breaking boundaries research in the education of adults: an international conference, University of London, London.
Flowers, R 1996, 'The Discourse and Politics of Working with Young People', Singapore.
Flowers, R 1996, 'What do youth workers help young people learn?', Youth Work in Western Sydney, Sydney.
Flowers, R 1994, 'The Educational Dimension of Community Work', Bi-ennial conference of the European Society for Research of Education for Adults, Lahti, Finland.
Flowers, R 1993, 'Competency Assessment', Wellington.
Flowers, R 1993, 'Competency Standards in the Community Services Industry', Centre for Australian Community Organisations and Management, UTS, Sydney.
Flowers, R 1992, 'Activists as Educators', Annual conference of the Australian Association of Adult and Community Education, Canberra.
Flowers, R 1992, 'How will competency based training affect youth workers?', Sydney.
Flowers, R 1992, 'Problem Based Training Program for Legal Support Workers', Annual conference of the Australian Association of Social Work and Social Welfare Educators, NSW University, Sydney.
Flowers, R 1992, 'Youth Sector Training and National Training Reform Agenda', Sydney.
Flowers, R 1991, 'Adult Education, Community Development and Community Welfare', Summer Symposium of the Department of Community and Aboriginal Education, School of Adult and Language Education, UTS, Sydney.
Flowers, R 1989, 'Neighbourhood Centres, the Department of Community Services and Aboriginal Communities', Annual Conference of the NSW Local Community Services Association, Sydney.
Flowers, R 1988, 'Finding Our Voices, Seeing With New Eyes', International League for Social Commitment in Adult Education Conference, Institute for Technical & Adult Education, UTS, Toronto, Canada, pp. 1-88.
Flowers, R 1988, 'Research as Dialogue: A Case Study of Participatory Strategies', Annual ILSCAE Conference, Toronto, Canada.
Flowers, R 2008, Champions for Sustainability: Seeking to Change Consciousness and Discourse, Individual and Organisational Behaviour, Policies and Political Priorities.
Flowers, R 2006, Cardiac Storyboards: Patient Education.
Flowers, R Prince of Wales Hospital 2006, Cardiac Storyboards: Patient Education, pp. 1-13, Sydney.
Flowers, R 2006, Community Leadership in Mount Druitt.
Flowers, R 2006, The Ratbags from Airds: Challenges for Community Action.
Suhood, T, Flowers, R & Gethin, A Blacktown Alcohol and Other Drugs Family Service 2006, Bridges Strategy Stage II: Final Report - Young people and adults working together around drug issues, pp. 1-70, Blacktown.
Brown, T & Flowers, R Centre for Popular Education, UTS 2005, Micro-enterprise development and social capital in Mount Druitt, pp. 1-34, Sydney.
Flowers, R 2005, Micro-enterprise development and social capital in Mount Druitt.
Flowers, R 2005, The role of school â community relationships for sustainability education.
Flowers, R 2004, Community Leadership for Belonging â The Marrickville Experience.
Flowers, R 2004, Holding the Torch to Re-ignite Community in East Gippsland and South West Victoria.
Flowers, R & Waddell, D Centre for Popular Education, UTS 2004, Community Leadership for Belonging: The Marrickville Experience, pp. 1-62, Sydney.
Flowers, R 2003, Community Cultural Development and Popular Education in Clinical Settings.
Flowers, R 2003, Engaging young people in the middle years of schooling in Macquarie Fields public housing estate.
Flowers, R 2001, Bridges: A Social Capital and Community Strengthening Strategy to Address Alcohol and other Drug Issues.
Flowers, R & Parlane, L Mittagong Forum 2001, Building the strength and sustainability of the Australian environment movement, pp. 1-67, Canberra.
This project was undertaken for a coalition of major environmental advocacy groups in Australia. This continues to inform strategic development and training.
Flowers, R, Yasukawa, K, McEwen, C & Johnston, B Australian Securities and Investment Commission 2001, Review of literature to assist development of national consumer education strategies, pp. 1-54, Sydney.
Flowers, R 2000, Capacity building and training in the advocacy-oriented Australian environment movement.
Flowers, R 1997, Education and Indigenous Australians.
Flowers, R 1997, Reconciliation for Young Australians, pp. 1-243.
Flowers, R 1996, Community Cultural Development.
Flowers, R 1995, Management of Adult and Community Education.
Flowers, R 1995, Women of non-English speaking background in the Health Care System, pp. 1-21.
Flowers, R 1994, A Review and Critical Analysis of Recent Research relating to Aboriginal Education, pp. 1-81.
Flowers, R, Sallik, B, Blomeley, N & Hughes, P Department of Employment, Education and Training 1994, A Review and Critical Analysis of Recent Research relating to Aboriginal Education, pp. 1-84, Canberra.
Flowers, R 1993, A Collaborative Training Model, pp. 1-48.
Flowers, R 1993, Aboriginal Perspectives on Legal Support, pp. 1-34.
Flowers, R 1993, Defining the Needs and Issues of Young People in the Legal System, pp. 1-62.
Flowers, R 1993, Learning From Experience Counts: Recognition of Prior Learning in Australian Universities, pp. 1-55.
Flowers, R 1993, Practitioner and Young Personsâ Perspectives, pp. 1-54.
Flowers, R 1993, The Nature of Legal Support with Young People, pp. 1-18.
Flowers, R & McIntyre, J Marrickville Community Legal Centre 1993, A Collaborative Training Model, pp. 1-48, Sydney.
Flowers, R & McIntyre, J Marrickville Community Legal Centre 1993, Aboriginal Perspectives on Legal Support, pp. 1-34, Sydney.
Flowers, R & McIntyre, J Marrickville Community Legal Centre 1993, Defining the Needs and Issues of Young People in the Legal System. Sydney, pp. 1-62, Sydney.
Flowers, R & McIntyre, J Marrickville Community Legal Centre 1993, Practitioner and Young Persons Perspectives, pp. 1-54, Sydney.
Flowers, R & McIntyre, J Marrickville Community Legal Centre 1993, The Nature of Legal Support with Young People, pp. 1-18, Sydney.
Flowers, R, Cohen, R, Mcdonald, RJ & Schaafsma, H Australian Vice-Chancellorsâ¿¿ Committee 1993, Learning From Experience Counts: Recognition of Prior Learning in Australian Universities, pp. 1-55, Canberra.
Flowers, R NSW Youth Sector Training Council 1992, Experience Based Learning : Building Sustainable Training Strategies in the Youth Sector, pp. 1-38, Sydney.
Flowers, R 1992, Experience Based Learning: Building Sustainable Training Strategies in the Youth Sector, pp. 1-38.
Flowers, R 1991, Directions! A Youth Workerâs Training Map!!!, pp. 1-210.
Foley, G & Flowers, R UTS 1990, Strategies for Self-Determination: Aboriginal Adult Education, Training and Community Development in NSW, pp. 1-176, Sydney.
Flowers, R Sydney College of Advanced Education 1989, Adult Education and Training in Aboriginal Communities: Two Case Studies of Adult Education Needs, Existing Adult Education Provision and Strategies to get more Training, pp. 1-24, Sydney.
Flowers, R Sydney College of Advanced Education 1988, The Need for Aboriginal Community Adult Educators: Case Studies and Strategies, pp. 1-28, Sydney.
Flowers, R Fairfield City Council 1987, Community Participation in the Transport Planning Process: Community Transport in Western Sydney, pp. 1-32, Sydney.