Publications

Australian Culturally Responsive Pedagogy

Towards an Australian Culturally Responsive Pedagogy: A conversation between Professor Lester-Irabinna Rigney & Professor Robert Hattam

Professor Lester-Irabinna Rigney & Professor Robert Hattam

Towards a Decolonising Australian Culturally Responsive Pedagogy?

Centre for Islamic Thought and Education, 3rd Annual Australian Islamic Schooling Conference: Islamic Schooling Renewal: A Focus on Pedagogy, 10 – 11 July, 2018, Stamford Grand Adelaide Hotel, Glenelg South Australia

Professor Lester-Irabinna Rigney and Professor Rob Hattam

View Keynote PDF

Decolonising Pacific schools: toward an Australian culturally-responsive pedagogy?

2017 Inaugural David Unaipon Lecture, Menzies Australia Institute, Kings College London

Distinguished Fellow, Professor Lester-Irabinna Rigney

Pedagogic Codes and Pedagogic Rights

Professor Rob Hattam

Dr Alice Rigney

State Memorial Service for Culturally Responsive Pedagogy Champion, Dr Alice Rigney (AO PSM) the First Female Aboriginal School Principal in Australia & Co Founder of the first urban Aboriginal School the ‘Kaurna Plains School’ – Eulogy by Professor Lester Irabinna Rigney

Professor Lester-Irabinna Rigney

Professor Rigney and Mikayla King

Prof Rigney and Mikayla King workshop presentation and discussion with teachers in Canberra.

Toward An Australian Culturally Responsive Pedagogy: A Narrative Review of the Literature

Anne Morrison, Lester-Irabinna Rigney, Robert Hattam & Abigail Diplock.

Global perspectives and new challenges in Culturally Responsive Pedagogy

Lester-Irabinna Rigney

Culturally responsive pedagogy for social justice in Australian schools: Five key ideas. In R. Hattam, R. Garrett, & Wrench (Eds.), Re-imagining just pedagogies. DIO Press.

Diplock, A., Morrison, A., Rigney, L.-I., & Hattam, R. (forthcoming 2024).

A case study on connecting to student lifeworlds and why teacher subjectivities matter: New perspectives. In L.-I. Rigney (Ed.), Global perspectives and new challenges in culturally responsive pedagogies: Super-diversity and teaching practice (pp. 109–118). Routledge.

Diplock, A. (2023).

Towards a decolonising Australian culturally responsive pedagogy? In L.-I. Rigney (Ed.), Global perspectives and new challenges in culturally responsive pedagogies: Super-diversity and teaching practice (pp. 75–87). Routledge.

Hattam, R. (2023).

Toward the knowledge-producing school. In R. Hattam, R. Garrett, & Wrench (Eds.), Re-imagining just pedagogies. DIO Press.

Hattam, R. (forthcoming 2024).

Unsettling deficit views of students and their communities. Australian Educational Researcher, 35(2), 89–106.

Hattam, R., & Prosser, B. (2008).

Researching for social justice: Contextual, conceptual and methodological challenges. Discourse: Studies in the Cultural Politics of Education, 30(3),303–316. http://dx.doi.org/10.1080/01596300903037010

Hattam, R., Brennan, M., Zipin, L., & Comber, B. (2009).

Re-territorialising pedagogy: Listening, observing and speaking in culturally responsive ways. In L.-I. Rigney (Ed.), Global perspectives and new challenges in culturally responsive pedagogies: Super-diversity and teaching practice (pp. 197–210). Routledge.

Kelly, S. (2023).

Unsettling the reason of time: Indigenist epistemology and the child in the Australian curriculum. Discourse: Studies in the Cultural Politics of Education, 43(3), 386–404. https://doi.org/10.1080/01596306.2021.2019889

Kelly, S., & Rigney, L.-I. (2022).

Curriculum, democracy and pedagogies for justice: a collective futures dialogue. Curriculum Perspectives, 1-15.

Maher, K., Rigney, L.-I., King, M., Garrett, R., Windle, J., Memon, N., Wrench, A., Carter, J., Paige, K., & O’Keeffe, L. (2024).

When religion intersects equity and inclusion: Muslim educator affective responses in Ontario public schools. Pedagogy, Culture & Society, 32(2), 535–552, https://doi.org/10.1080/14681366.2022.2063365

Memon, N. A., & chanicka, j. (2024).

Being responsive to Muslim learners: Australian educator perspectives. Teaching and Teacher Education, 133, Article 104279. https://doi.org/10.1016/j.tate.2023.104279

Memon, N. A., & Chown, D. (2023).

Schools, religion, and affect: Unpacking Australian educator discomfort. Asia-Pacific Journal of Teacher Education, 51(3), 266–282. https://doi.org/10.1080/1359866X.2023.2199449

Memon, N., Schulz, S., Kelly, S., & Chown, D. (2023).

Aboriginal child as knowledge producer: Bringing into dialogue Indigenist epistemologies and culturally responsive pedagogies for schooling. In B. Hokowhitu, A. Moreton-Robinson, L. Tuhiwai-Smith, C. Andersen, & S. Larkin (Eds.), Routledge handbook of critical Indigenous studies (pp. 578–590). Routledge.

Rigney, L.-I. (2020).

Bringing culturally responsive pedagogies and Reggio Emilia education principles into dialogue: Children learning to live together in diverse communities. Final report. University of South Australia.

Rigney, L. I., Sisson, J., Hattam, R., & Morrison, A. (2020).

Culturally responsive pedagogy and mathematics through creative and body-based learning: Urban Aboriginal schooling. Education and Urban Society, 52(8), 1159–1180. https://doi.org/10.1177/0013124519896861

Rigney, L., Garrett, R., Curry, M., & MacGill, B. (2020)

Reterritorialising pedagogies of listening: Bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles. Discourse: Studies in the Cultural Politics of Education, 44(1), 147–161. https://doi.org/10.1080/01596306.2021.1961688

Rigney, L.-I., & Kelly, S. (2023).

White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntourist. In G. Vass, K. Gulson, J. Maxwell, & S. Rudolph (Eds.), The relationality of race in education research (pp. 47–58). Routledge.

Schulz, S. (2018).

Death can be clarifying: Considering the forces that move us. In D. Bargallie & N. Fernando (Eds.), Critical racial and decolonial literacies: Breaking the silence (pp. 261–275). Bristol University Press.

Schulz, S. (2024)

Negotiating the structural and personal intensities of gender, affects, and whiteness through culturally responsive becoming in mathematics, Critical Studies in Education

Schulz, S. & Diplock, A., (2024)

Affect and the force of counter stories: Learning racial literacy through thinking and feeling. Pedagogy, Culture & Society, 32(5), 1307–1324. https://doi.org/10.1080/14681366.2023.2173276

Schulz, S., Rigney, L.-I., Zembylas, M., Hattam, R., & Memon, N. (2024)

The decolonisation of humanising pedagogies in higher education: Implications for culturally responsive pedagogies. In L.-I. Rigney (Ed.), Global perspectives and new challenges in culturally responsive pedagogies: Super-diversity and teaching practice (pp. 36-49). Routledge.

Zembylas, M. (2023)

Unlearning emotional imperialism in education: Political, theoretical and pedagogical implications. Discourse: Studies in the Cultural Politics of Education, 45(4), 569–582. https://doi.org/10.1080/01596306.2024.2360091

Zembylas, M. (2024).

On the entanglement of epistemic violence and affective injustice in higher education: A conceptual analysis. Higher Education. Advance online publication. https://doi.org/10.1007/s10734-024-01247-5.

Zembylas, M. (2024).