Alison (Ali) Lizette Black

Alison (Ali) Lizette Black
University of the Sunshine Coast | USC · School of Education and Tertiary Access

PhD

About

96
Publications
30,431
Reads
How we measure 'reads'
A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Learn more
527
Citations
Introduction
My scholarly work builds knowledge about: academic work, academic identities, the lived experiences of women academics; gender studies; collaborative inquiry; narrative/arts-based research; early childhood education and participatory research with children; sustainability and nature-based education; pre-service teachers’/teachers’ work and knowledge; learning and teaching in higher education; learning technologies; curriculum development/design; the Arts; wellbeing and holistic education.
Additional affiliations
February 2008 - July 2013
CQUniversity
Position
  • School of Education and the Arts
January 1995 - January 2008
Queensland University of Technology
Position
  • School of Early Childhood

Publications

Publications (96)
Research
Full-text available
We are seeking abstracts and expressions of interest for a new edited book focusing on games of power in pedagogical spaces. We particularly encourage submissions that deploy ludic and/or collaborative inquiry methods and methodologies. September 30, 2022 is our deadline for 300-word chapter abstracts or EOIs. To submit an abstract or learn more, p...
Book
This book explores the capacities and desires of academic women to reimagine and transform academic cultures. Embracing and championing feminist scholarship, the research presented by the authors in this collection holds space for a different way of being in academia and shifts the conversation toward a future that is hopeful, kind and inclusive. T...
Chapter
This chapter shares autoethnographic accounts as three women academics describe how they are rewriting the rules of the finite career games that permeate the academy and reimagining academia through their mentoring relationships with one another. At different points in their academic careers, they are approaching ‘mentoring’ in ways that resist and...
Chapter
This chapter makes clear the book’s intentions: the building of a kinder, inclusive, values-driven academy responsive to women’s knowledges, ways of working, and experiences. Dwyer and Black explore the conceptual frame and foundations for their valuing of women’s lived experiences and lived visions, their drawing on the work of feminist scholars,...
Article
As a response to the corporatization of the university, nine scholars worked together to create spaces that fostered the possibility of collective dissensus. Using scholarly performative methods, we have sought to push back against the increasing corporate incursions into our institutions of higher learning—the over-valuing of money, measures, and...
Article
Frenetic digital timescapes reduce academic life to the endless achievement of metrics. These forces produce unsustainable work practices that disconnect us from ourselves, from ideas, from the natural world and from each other. While there is a substantial body of literature critiquing this, the use of arts-based inquiry into academic work is less...
Chapter
Academia is narrowly focused on finite games and never-ending pursuits of competing, achieving and proving one’s worth. In this chapter, the authors ponder the risk of serving the function of academia’s patriarchal structures. They seek to move beyond lamenting and engage in containment to assert their intuition and attend to their wild, infinite a...
Presentation
Collective biography is a methodology for knowledge-making through sharing life narratives in a workshop setting. Findings of this process can inform activism to redress inequality and create change. However, the standard collective biography model requires all project members to be physically present in the same location, which typically involves...
Chapter
With a focus on childhood-nature connections, Black uses her chapter to highlight the significance of early experiences for well-being. Further, she shows the important role arts-based reflection and representation can play for early childhood educators—educators who have daily opportunities to support young children’s development and learning thro...
Book
This book engages expansively with the concept of motherhood in academia, to offer insights into re-imagining a more responsive higher education. Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding ‘motherhood’ to draw attention to – and disrup...
Article
Conference attendance is a feature of contemporary academic work and an accepted way of building academic identities and networks through the dissemination and promotion of ideas, achievements and research. However, our personal experiences have caused us to problematise the traditional conference and consider alternatives which mitigate its associ...
Article
These poetic and visual offerings are responses to Susan Walsh’s book Contemplative and Artful Openings. Her book offers to readers an invitation to join the open, emergent space of her text, to wonder and engage. And so, with this review, I have begun.
Article
Full-text available
Purpose The authors, seven women–writers–performers–artists–academics, have been working collectively for a year, storying, de-storying and re-storying the experience of our lives. The authors write to “taste life twice, in the moment and in retrospect” (Nin 1976), to uncover and learn ourselves through writing (Richardson 1997), to take the “risky...
Article
Youth mental health in Australia is concerning with 25% of young people reported as experiencing mental health issues in a 12-month period. Meanwhile, Australian schools march forward with academic improvement agendas. Survey research conducted among primary and secondary school teachers, most drawn from the Australian state of Queensland, revealed...
Article
Full-text available
Sometimes data invites more of us. To be physically held and touched, through hands creating and crafting with matter, cultivating a closer connection to the fibres, threads, textures and sinews of data. Through touching and shaping the materiality of data, other beings, places and times are aroused. Here, we share the story of data that invited mo...
Chapter
Full-text available
In this chapter, The Women Who Write speak from their experiences as female academics to expose and collectively resist the competitive, masculinised, individualising culture of academia. Drawing upon the dystopic narratives of surrogacy, surveillance, and survival in Margaret Atwood’s The Handmaid’s Tale, this chapter creates a fertile space for s...
Article
Full-text available
What does essential transformation entail? How does the caterpillar become a butterfly? What supports transformation inside the cocoon? This paper considers these questions alongside embodied struggles, experiences and insights of living a life – including situations of darkness and waiting amongst elements of depression, grief, and loss. In this p...
Article
Full-text available
In the context of academic financialisation where writing is ‘repurposed’ as an outcome designed to maximise financial profit, and to resist the pressure to be ‘careless’ (Lynch 2010) ‘ideal functionaries’ (Pereira 2012), we – a group of five women academics – come together to share stories of our accrued wisdom about living in the afternoon of our...
Book
Lived Experiences of Women in Academia shares meaningful stories of women working in the academy, from numerous disciplines, backgrounds and countries, to unveil the complex and distinct dimensionalities they experience in their life and work. Chapters are written using a range of responsive, personal and aesthetic techniques, including metaphor,...
Chapter
Full-text available
Perhaps as a way of resisting the neoliberal university and the emotional and physical weight of its deadening and narrow metric-oriented measures, this chapter follows my personal/professional longings for meaning. Responding to a desire to connect and ‘be’ differently in academia, for more than a year I have been initiating conversations and coll...
Book
Women Activating Agency in Academia seeks to create and expand safe spaces for scholarly, professional and personal stories and assemblages of agency. It provides readers with the opportunity to connect with the strategies women are using to navigate academe and the core values, linked to trust, relationship, wellbeing and ethics of care, they live...
Chapter
Full-text available
Early childhood educators are uniquely placed to support children’s ways of knowing and being, and to share in and respond to children’s wonder and understandings about childhoodnature encounters and relationships. The context of this chapter is a sustainability-focused course in an Australian undergraduate early childhood education teaching degree...
Chapter
Full-text available
Involving children in participatory health research (PHR) provides exciting opportunities to gain insights into their perspectives and capacities and encourages them to make a meaningful contribution to issues affecting their lives. It is underpinned by a rights-based approach, where children’s evolving expertise is valued. In PHR, children are not...
Article
Full-text available
This paper provides a rationale for understanding personal/professional identities to support personal/professional learning and positioning in academe and higher education. It explains the importance of women writing and speaking out the stories of their lives (everyday and academic), having their voices heard and responded to, and using embodied...
Article
Full-text available
This article follows two women-academics engaging in a methodology of collaborative writing that holds each other in folds of friendship. By writing together that which has been hidden, new openings are being created where experiences of trauma, mourning, and forgetting are seeking out ways to re-member and heal. In this process, the authors are di...
Article
Many localities in regional Australia have experienced a rapid move from a rural based economy to an extractive one, due to a 'resources boom'. The central aim of this research was to begin to investigate how such rapid industrialisation might influence the relationship between local residents and their environment. A social survey was conducted to...
Chapter
Full-text available
Every seed destroys its container, or else there would be no fruition (Scott-Maxwell, 1979, p 65). We are three women working across two Australian universities. We know the deadening, withering nature and containment of the neoliberal university. Yet, we find ourselves inspired by the wisdom of slow scholarship and recognise that with our delib...
Chapter
We are three women working across two Australian universities. We know the deadening, withering nature and containment of the neoliberal university. Yet, we find ourselves inspired by the wisdom of slow scholarship and recognize that with our deliberate activity with each other we have been emulating something of the cooperative reciprocity inheren...
Article
Full-text available
I am Keith Wright’s daughter: Writing Things I ‘Almost’ Cannot Say is a personal and provocative perspective. Using creative writing and storying I piece/peace together my relationship to/with my father. Always a strong and unsettling presence in my life, his unexpected death forces me toward reconciliation of tensions, identities, wounds and memor...
Research
Full-text available
Loch, S., and Black, A (in press, 2016). We cannot do this work without being who we are: Researching and experiencing academic selves. In B. Harreveld, M. Danaher, B. Knight, C. Lawson and G. Busch (Eds). Constructing Methodology for Qualitative Research: Researching Education and Social Practices. Palgrave MacMillan: UK and US
Research
Full-text available
Black, A., and Busch, G. (in press, 2016). Understanding and influencing research with children. In B. Harreveld, M. Danaher, B. Knight, C. Lawson and G. Busch (Eds). Constructing Methodology for Qualitative Research: Researching Education and Social Practices. Palgrave MacMillan: UK and US
Chapter
Full-text available
Loch and Black use their chapter to potently question what counts as research and the work of researchers. Powerful connections between professional and personal experiences and knowledge are produced, assembled and made public using aesthetic methodologies of story, poetry and image. Throughout their chapter, Loch and Black explore research throug...
Chapter
Full-text available
The stories of our lives are important. They are a fundamental way in which we know ourselves and are known by others. However, in educational worlds our stories are often pushed to one side, repressed or denied. This chapter seeks to privilege accounts of personal and educational experiences to productively challenge potentially deadening educatio...
Book
Full-text available
This book explores the complexities of investigating minorities, majorities, boundaries and borders and the experiences of researchers who choose to work in these spaces. It examines epistemologies that appear to shape researchers’ beliefs about the forms of research that are valued in educational research and theory. It also considers ‘the researc...
Chapter
Full-text available
This chapter is focused on the importance of collaboration when engaging with marginalisation and/or research with young children. We consider our experiences as researchers and the processes that supported negotiation of our own and others' perspectives, knowledge and approaches with regard to issues of power relations, ethics and voice. Using son...
Chapter
Full-text available
This chapter invites reflection on knowing, learning and research. As a way of questioning what counts and research — including accepted purposes, forms, methods, outcomes and audiences — we employ arts-based research methods through a multi-layered call and response style, where conversations respond to and with visual representations and ruptured...
Article
Full-text available
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 res...
Chapter
Full-text available
The central motive of bringing together the contributions for this book was to interrogate why there is a need to investigate the mainstream and its margins, but also to map what is occurring in between. Education research, and social science research more broadly, is suffering from a mainstreamed scientism, ruled by a belief in a metanarrative of...
Chapter
Full-text available
Teaching is a multidimensional undertaking that calls on educators to engage in responsive interactions and decision-making as they navigate complex and ambiguous contexts, examine deeply held beliefs and values, and integrate personal and professional knowledge. Such an undertaking requires personal integrity and ongoing reflective practice. This...
Chapter
Full-text available
Teacher education courses are often criticised as having little relevance or application for the real world of teaching. Staying awake to the everyday experiences and ways of knowing of external professional communities, such as graduate and experienced teachers, is a challenge for academics and educational researchers. If academics and researchers...
Chapter
Full-text available
Whilst the majority of chapters in this book use metaphor to explore perspectives on education research, this chapter focuses on metaphor as a research method. Metaphor is a viable and important resource for making educational worlds visible and for supporting understanding of, and connection with, experience and knowledge. The attraction of metaph...
Article
Full-text available
Arts-based inquiry which emphasises the language, practices and forms commonly employed in the arts is offering rich opportunities for exploring knowledge, meaning, and learning beyond creative arts education. Educational researchers and practitioners across a range of educational settings and sectors are recognising the potential of arts-based inq...
Conference Paper
Full-text available
If unprepared for them, the realities of teaching can challenge, confront and paralyse the valued ideals and philosophies of teachers. An orientation to teacher education that embraces the ambiguous, dilemma ridden nature of teaching and encourages teachers to contextualise personal knowledge and ways of knowing within an understanding of story, ti...
Article
Transitions are inevitable in professional practice. In the context of adult learning, transitions are part of a continuous process of invention and exploration that is often linked to disequilibrium and dissonance. The impetus for this mentoring project arose from staff discussions around the delivery of final year units in QUT's reconceptualised...
Article
Full-text available
In our shared conversations about young children and all that impacts on their lives, we are adept at holding together ideas and concepts which others might consider opposites. For instance, we are comfortable with the notion of education and care, work and play, children and their families. We do not feel the need to choose one over the other, all...
Chapter
Transitions are inevitable in professional practice. In the context of adult learning, transitions are part of a continuous process of invention and exploration that is often linked to disequilibrium and dissonance. The impetus for this mentoring project arose from staff discussions around the delivery of final year units in QUT's reconceptualised...
Article
Full-text available
Making sense of what it means to teach is an increasingly challenging task as teachers’ work becomes progressively more ambiguous and demanding. This is a problem for both the person who teaches and the people who teach about teaching. This paper draws on a teacher’s story to illustrate how creative, non-linear forms of representation such as visua...
Article
The work of the teacher is becoming progressively more ambiguous and demanding; and making sense of what it means to teach is an increasingly challenging task. This chapter presents a teacher’s story to illustrate how creative, non-linear forms of representation such as visual imagery and writing, together with narrative reporting, were catalysts f...
Chapter
Full-text available
The work of the teacher is becoming progressively more ambiguous and demanding; and making sense of what it means to teach is an increasingly challenging task. This chapter presents a teacher’s story to illustrate how creative, non-linear forms of representation such as visual imagery and writing, together with narrative reporting, were catalysts f...
Thesis
Full-text available
Who am I as teacher? Promoting the active positioning of self within teaching realities ii ABSTRACT What it means to teach is becoming progressively more complex and
Article
Full-text available
Alternative forms of representation were employed to generate new insights into the knowledge teachers use to inform practice. Conversation, drawing, metaphor, and story writing encouraged a group of teachers to make multiple probes into their ways of knowing how to manage the complexities of many everyday teaching situations. `Sandy's Story', and...
Article
Full-text available
During a professional development program, teachers working in child care centres reflected on their images of teaching and their images of self as teacher. Teachers explored their images by engaging in conversation, drawing, metaphor and journal writing. Insights provided by these reflective strategies enabled teachers to experience greater self-u...
Article
Full-text available
Kelly, AL and Berthelsen, DC (1997) Teachers coping with change: The stories of two preschool teachers. Australian research in early childhood education: Journal of Australian research in early childhood education 1:62-70. ABSTRACT In this paper, the impact of change on two Queensland preschool teachers is reported. Twelve preschool teachers were g...
Article
Full-text available
In this paper, the impact of change on two Queensland preschool teachers is reported. Twelve preschool teachers were given opportunities to record and describe their work within their specific teaching context, as well as within the wider contexts of the school campus and the educational and social system. A reflective journal was kept daily over a...
Article
Full-text available
This research study investigated the phenomenon of stress among a group of preschool teachers. Eight teachers were given opportunities to record and describe current sources of stress. These teachers kept a reflective journal over a 2-week period and summarised their reflections diagrammatically. The daily journal entries and the diagrammatic repre...