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Chris Walsh
Chris is the Dean and Chief Academic Officer of Victoria University (VU) online.
He has worked across diverse contexts in Asia, North America, Europe, The Middle East and Australia to provide pre- and in-service teacher education, professional development and theorise new ways technology can assist educators in designing curriculum and pedagogy relevant to students’ and citizens’ lifeworlds.
Much of his academic and research leadership in developing contexts has centred on building institutional capacity—using information and communication technologies(ICTs)—for training and developing a high-quality teaching workforce in countries most hampered by the lack of qualified teachers (Afghanistan, Bangladesh and India). Within developed contexts, his work leverages the power of technology to assist pre-service teachers and practicing educators connect their teaching practices to students’ lifeworlds by drawing on their individual, family and community funds of knowledge (Australia, Austria, Greece, USA, and the UK).
This innovative body of work is evidenced by substantial external funding ($25 million). Chris also has a strong record of high quality publication outputs. To date he has published 1 edited book, 2 co-edited books, 5 co-edited textbooks, 27 refereed journal articles, 17 book chapters, 20 research reports and given 25 invited keynotes or presentations. He also currently edits Digital Culture & Education (DCE), a peer-reviewed and open-access international journal. Chris has previously worked at James Cook University, The Open University UK, Deakin University and Teachers College, Columbia University.
He has worked across diverse contexts in Asia, North America, Europe, The Middle East and Australia to provide pre- and in-service teacher education, professional development and theorise new ways technology can assist educators in designing curriculum and pedagogy relevant to students’ and citizens’ lifeworlds.
Much of his academic and research leadership in developing contexts has centred on building institutional capacity—using information and communication technologies(ICTs)—for training and developing a high-quality teaching workforce in countries most hampered by the lack of qualified teachers (Afghanistan, Bangladesh and India). Within developed contexts, his work leverages the power of technology to assist pre-service teachers and practicing educators connect their teaching practices to students’ lifeworlds by drawing on their individual, family and community funds of knowledge (Australia, Austria, Greece, USA, and the UK).
This innovative body of work is evidenced by substantial external funding ($25 million). Chris also has a strong record of high quality publication outputs. To date he has published 1 edited book, 2 co-edited books, 5 co-edited textbooks, 27 refereed journal articles, 17 book chapters, 20 research reports and given 25 invited keynotes or presentations. He also currently edits Digital Culture & Education (DCE), a peer-reviewed and open-access international journal. Chris has previously worked at James Cook University, The Open University UK, Deakin University and Teachers College, Columbia University.
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Tobias Herder, MPH - HIV Prevention Officer, Sweden
The 25 chapters offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum. The critical perspectives and the examples explored offer a wealth of insights for those interested in the pursuit through education of equality, social justice and social
inclusion for disadvantaged groups.
Transforming Practice is essential reading for students seeking to address equity and diversity issues in all educational sectors, and for professionals with responsibility for enhancing educational achievement. Professionals working in related areas of policy and practice, including health, social welfare, training and employment will find it invaluable."
How can we think about the challenges they face?
What systems and practices can support them?
How can we develop greater equality, participation and inclusion across diverse settings?
This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by different practitioners and stakeholders.
Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a greater diversity of perspectives. Whilst exploring how we think about the experiences of children and young people across a range of contexts it maintains a subtle, underlying emphasis upon education and the experiences of disabled people.
Drawing on the writing of academics, practitioners, children and young people, and people who have experienced exclusion, this book is a rich resource for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged. Much of the material reflects on lived experiences and life stories, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services, as well as to families and advocates.
with respect for others and the Earth. Equally paramount, is understanding that anticipatory digital literacies practices are not skills or competencies, rather they are cultural ways of doing things predicated on taking a pre-active stance to avoid disruption with different affinity groups.
Tobias Herder, MPH - HIV Prevention Officer, Sweden
The 25 chapters offer a broad range of methodologies and international perspectives on the effects of diversity on pedagogy, policy, management and curriculum. The critical perspectives and the examples explored offer a wealth of insights for those interested in the pursuit through education of equality, social justice and social
inclusion for disadvantaged groups.
Transforming Practice is essential reading for students seeking to address equity and diversity issues in all educational sectors, and for professionals with responsibility for enhancing educational achievement. Professionals working in related areas of policy and practice, including health, social welfare, training and employment will find it invaluable."
How can we think about the challenges they face?
What systems and practices can support them?
How can we develop greater equality, participation and inclusion across diverse settings?
This second edition of Equality, Participation and Inclusion 1: Diverse Perspectives is the first of two Readers aimed at people with an interest in issues of equality, participation and inclusion for children and young people. This first Reader focuses in particular on the diverse perspectives held by different practitioners and stakeholders.
Comprising readings taken from the latest research in journal articles, newly commissioned chapters, as well as several chapters from the first edition that retain particular relevance, this fully updated second edition has broadened its focus to consider a greater diversity of perspectives. Whilst exploring how we think about the experiences of children and young people across a range of contexts it maintains a subtle, underlying emphasis upon education and the experiences of disabled people.
Drawing on the writing of academics, practitioners, children and young people, and people who have experienced exclusion, this book is a rich resource for students and practitioners who are interested in thinking about how inequality and exclusion are experienced, and how they can be challenged. Much of the material reflects on lived experiences and life stories, and will be of particular interest to those working in education, health, youth and community work, youth justice and social services, as well as to families and advocates.
with respect for others and the Earth. Equally paramount, is understanding that anticipatory digital literacies practices are not skills or competencies, rather they are cultural ways of doing things predicated on taking a pre-active stance to avoid disruption with different affinity groups.
researched the practical aspects of developing a curriculum of multiliteracies. This
article examines multiliteracies as a crossdisciplinary curriculum practice, drawing
on data from a 3-year study in an urban middle school. The data show possibilities for
students to engage in critique and to move toward designing multimodal texts. Using
Bourdieusian concepts of social capital and academic field, we explore the struggles
around learning to inhabit certain school discourses.
(M21 cycle), following the methodology defined by T2.3. Led by the UEDIN team, in close collaboration with OU, EA and BMUKK it sets out in detail the qualitative and quantitative analysis performed, according to the defined conceptual foundations and assessment methodology of the project (D2.3.1-2), leading to a synthesis of the pilot findings.
Since 2013, the United Nations Development Programme (UNDP) has been working with Bridges Across Borders Southeast Asia Community Legal Education Initiative (BABSEA CLE) and a Consortium of international law firms, to assist in implementing and strengthening clinical legal education programmes with all 18 university law departments in Myanmar. The goal of this collaboration is to improve legal education teaching methodologies create sustainable CLE programmes to maximize their impact into the future and promote a pro bono ethos in law students and faculty. These innovative justice education programmes improve legal education as a whole, access to justice and the overall development of Myanmar and the region. The Myanmar CLE initiative uses an established model of regional and global best practices, but each university has also created a specific approach tailored to their own needs and opportunities. Throughout this period of time, BABSEA CLE and the Consortium have conducted numerous trainings and workshops, facilitated exchanges and placements for law teachers, and provided daily programme and management support to the law departments. This film documents our journey and highlights best practice.
Popular children's writer Andy Griffiths talks about what turns children on to reading and how he's trying to 'leave bums behind.'
Catherine Beavis says Australian children still perform well in international rankings although we have moved down the scale a few notches. She wants conventional ideas about literacy broadened to include digital literacy.
Christopher Walsh talks about his experience as a middle school teacher in the Chinatown area of New York, where his students used their impressive digital skills to create an award-winning website about migration.
67,500 teachers and 10 million students.
The Conference aims to:
Demonstrate the importance of pro bono initiatives to achieve greater access to justice for poor, marginalised and disadvantaged communities in Southeast Asia and internationally;
To provide opportunities for lawyers and law firms to network with potential pro bono partners and develop initiatives to meet unmet legal need in the region;
Educate university academics, law students, lawyers, judiciary, pro bono professionals, policy makers, civil society and non-profit representatives about the meaning and concept of pro bono initiatives;
Foster collaborative ties between conference participants to conceptualise, design, create and strengthen pro bono initiatives locally, regionally and internationally; and
Showcase the successful establishment of pro bono initiatives and programmes.
and democracy remains a significant obstacle, while issues of citizenship, access and inclusion, are even more difficult
to adequately address with, and through technologies. While a variety of models and interventions have been proposed
and implemented, more attention needs to focus on aligning the micro-macro nexus of research and practice, to leverage technologies to disrupt existing exclusionary structures, practices and discourses, and to impact policy change. This paper presents three unique case studies that document the ways information and communication technologies (ICTs) can be leveraged to impact on participation, equity, social justice, and democracy. The first highlights a practitioner research study in New York City’s Chinatown where immigrant students used ICTs to creatively redesign school history textbooks and disrupt racist and exclusionary discourses they encountered in school texts and their lived experience. A second case study showcases the innovative ways a small community-based organisation in Thailand collaborated with local and international partners to design a peer-based online HIV/AIDS outreach and prevention programme, In conclusion I present the ways English in Action (EIA), a large-scale project (£50 million over 9 years) is working to improve the English proficiency of 25 million people in Bangladesh through school-based professional development approaches, mobile technologies (The Open University) and the mass media (The BBC World Trust). This paper argues that technology alone is inconsequential in realising equity and social justice. Rather building trust, forging strategic partnerships, and co-designing dynamic participatory mechanisms to continuously rework and rethink access to knowledge for ‘ordinary’ citizens is needed in addressing today’s social and economic challenges. Individuals, organizations and governments must be prepared to adapt their use of technologies to contexts and circumstances—in ways that genuinely take into account—its ongoing impact on those being invited or expected to participate. Otherwise technologies on their own will do little to disrupt existing hegemonic structures that work to maintain the status quo and undermine social justice and democracy.