Dr Sarah Loch has a background in school leadership, social work and university teaching, with an emphasis on girls' education and middle schooling. She has worked in K-12 schools and in teacher education in the UTS School of Education, as well as at the Universities of Sydney and Queensland.
Sarah's PhD investigated the influence of subject choice and elective subjects on future planning of middle years girls. She holds qualifications in secondary education (English and History) and the middle years of schooling. Sarah is an experienced leader of action research teams, out-of-school gifted education programming, student wellbeing initiatives and strengthening transitions between upper primary and secondary school.
Sarah's scholarly work brings attention to co-curricular programs and middle years reform initiatives, as well as to poststructural research methodologies and writing practices.
* Poststructural methodologies and qualitative inquiry
* Collaborative and responsive writing
* Innovation and reform in schools
* Middle years of schooling and young adolescence
* Futures, careers and pathways through school
Dr Sarah Loch was awarded the Faculty of Arts and Social Sciences Early Career Research grant for 2015 for the project, 'The impact of co-curricular programs on school engagement for middle years students'.
* Philosophical and ethical practice in education
* Student welfare and wellbeing
Sarah is also experienced in teaching in the areas of middle school pedagogy, curriculum and assessment.
Loch, SE, Honan, E & Henderson, L 2016, 'Producing moments of pleasure within the confines of an academic quantified self', Creative Approaches to Research, vol. 8, no. 3, pp. 44-62.
This article was originally performed as a solo (tripartite) conference paper at the 2014 Joint Australian Association for Research in Education/New Zealand Association for Research in Education Conference, held in Brisbane, Australia, in December 2014. In preparing our contributions for publication as an article we create an assemblage of the desires and resistances shaping our academic identities which we express as sometimes piecemeal, inadequate and powerless. We assemble, through movements of falling away and coming together, the situations which almost derailed the paper’s delivery as we work back along what we had planned, what we encountered, and how three presenters became one. In the inter-meshing of our communication we explore ways of becoming academic and performing academia which open us to the productive possibilities of a stronger commitment to pleasure through re-assembling Deleuze’s desiring machine. The texts presented in this paper include online links to video clips played at the conference.
Loch, SE 2015, 'Seeing futures in ballet: The storylines of four student ballet dancers', Discourse: studies in the cultural politics of education, vol. 36, no. 1, pp. 53-68.View/Download from: Publisher's site
This paper explores the storylines of four student ballet dancers who attend a specialist performing arts secondary school and who, in differing ways, envisage futures which ‘look straight at ballet’. When decisions about schooling intermingle with long-held imaginings of futures in ballet, thought is provoked about ways the young adolescents embody and express notions of becoming. A Deleuzian lens is employed to explore assemblages of the self through the deterritorialisation that is provoked when unforeseen images emerge and imaginings are challenged. The data discussed in this paper include interview transcripts and pictures participants have drawn of themselves. The analysis uses notions of rhizomatic becoming and positions students' decision-making in oscillation between deterritorialisation and reterritorialisation as new languages make sense of how a future in ballet is configured from different perspectives. Themes of being in love with ballet and identities of dancers/non-dancers are negotiated through the data. As talented ballet students are compelled to move away from schooling in order to move closer to their future, concepts of schooling are problematised. Understandings of rhizomatic structures offer insight
Loch, SE & Black, A 2014, 'Called to respond: The potential of unveiling hiddens', Reconceptualizing Educational Research Methodology, vol. 5, no. 2, pp. 60-75.
Interested in exploring how personal stories and aesthetic modes of representing experiences can nudge open academic and educational spaces, this article/collection of particles seeks to document our encounters of being affected and called to respond to things the other has written and represented. As a way of engaging with questions about what research and research data might be and become, our attention has been drawn to stories and images from our lives that we have not shaken off – and to how, as we have opened these to the other, making once private moments public, our hiddens have morphed tenderly into a shared knowing and being. As we have acted on the call we have felt to respond we have found ourselves entering spaces of collaboration, communion, contemplation, and conversation – spaces illuminated by what we have not been able to – and cannot – set aside. Using visual and poetic materials we explore heartfelt and heartbroken aspects of our educational worlds and lives, to be present with each other and our (re)emerging personal and professional meanings. We see the shared body (of work, of writing, of image) that develops from the taking of brave steps and the risky slipping off of academic masks and language, as a manifestation of the trusted and nurturing spaces that can be generated through collaborative opportunities to gather together. These steps towards unveiling hiddens are producing in us and of us a friendship, fluency, and fluidity as we write new ways of becoming. In turn, we hope the uncovering and revealing of our dialogue in the public gathering of this journal might supports readers’ telling of their own life stories through what calls them to respond.
Loch, SE & Makar, K 2008, 'Lifelong learning : preparing for the future in the middle years', Australian Journal of Middle Schooling, vol. 8, no. 2, pp. 5-10.
Loch, S & Black, AL 2016, 'We cannot do this work without being who we are: Researching and experiencing academic selves' in Harreveld, B, Danaher, M, Lawson, C, Knight, B & Busch, G (eds), Constructing methodology for qualitative research: Researching education and social practices, Palgrave Macmillan, London, pp. 105-122.View/Download from: Publisher's site
In this chapter we experiment with ways to speak our lives in the academy as we question what counts as research and what should and could be the work of researchers. As we do this we confirm the notion that we cannot do the work of research without being who we are. Our chapter emerges from a body of shared communication which seeps deeply into our lives — our work in education, our values, identities, histories, domesticities and professional and personal experiences. In assembling our chapter we use aesthetic methodologies of story and image to explore our thinking, feeling and manoeuvring through the expectations and requirements of academic life and the everyday happenings of being human. Researchers interested in the human experience have long been attracted to inquiry approaches that possess aesthetic qualities (Dewey, 1934; Eisner, 1997). Aesthetic representations and visual methodologies support inquiry and voice, and promote personal and professional connections to ways of knowing and to internal and tacit narratives. For us, these methodologies have opened doorways to deep experiences, thinking and reflection. Acknowledging and responding to our own and each other’s ways of knowing and living has created nurturing, reciprocal spaces of disclosure/exposure which we make public and invite others to share.
Loch, SE 2015, 'A story of poetry and its provocative place in re-presentation' in Trimmer, K, Black, A & Riddle, S (eds), Mainstreams, Margins and the Spaces In-Between: New possibilities for education research, Routledge, Milton Park, Abingdon, Oxon, pp. 253-270.
This book explores the complexities of investigating minorities, majorities, boundaries and borders, and the experiences of researchers who choose to work in these spaces.