Biography
The ongoing legacies of Australia's invasion, including horrific acts of genocide, underpin my privileged life. My research is a journey of becoming a bad invader to support the healing of Country and uphold the sovereign rights of First Nations Peoples. My academic career troubles literacy learning in schools and higher education at a time when voice, treaty and truth are unfinished business in Australia. Drawing on over 30 years of teaching and researching, I publish on strength-based approaches to literacy learning in contexts where discourses of resilience are yet to be nationally recognised.
My research is informed by 15 years of classroom experience, spanning secondary, primary and early childhood education contexts in schools and centres with high numbers of Aboriginal Student enrolments. To foreground systemic change in education, I have sustained research partnerships in First Nations led literacy projects. My research program infuses true histories of Australia and contemporary narratives of First Nations peoples’ resistance to reimagine literacy pedagogy in post-treaty Australia.
Although my research trajectory is often beset by my raced and gendered symbolic violence, it is based on a vision where Indigenous Knowledges will, once again, lay the foundation for all education in Australia. I have contributed to over 100 publications including digital texts in threatened First Nations languages, edited books, book chapters, refereed journal articles, reports, media stories and other publications in a range of high standing international and national peer review publications and conference proceedings.
The $2M in funding I have won includes many reviews of national and state educational programs in literacy and technology that I have either led or collaborated on. I collegially supervised five higher degree by research (HDR) students to completion in 2021. My service contribution has included course directing, HDR co-ordinating and initiating professional experience opportunities for pre-service teachers. Currently, I am a Research Integrity Advisor, a member of the Deakin University Teaching and Learning Committee, and I co-lead the Educating for Sustainable and Just Digital Societies Research Program. I review for a diverse range of national and international journals reporting on invader and First Nations relations in education.
My academic impact, however, is all messed up because there will never be justice on stolen land.
Read more on Glenn's profileResearch interests
- Digital literacy practices
- Imaginging literacy education in post-treaty Australia
- Representations of sustainability and place in children's literature
- Paradoxes in literacy learning
- Gratitude in literacy learning
Teaching interests
Literacy
New Media
Aboriginal and Torres Strait Islander Education
Units taught
EEE754 Literacy Language and Learning
Professional activities
Deakin University Research Integrity Advisor
Deakin Univeristy Teaching and Learning Committee Member
Co-convenor of the Educating for Sustainable and Just Digital Society Research Program
Awards
2002 Australian Association for Educational Research Betty Watts Award for Significant contribution to Indigenous Education.
2014 Australian Council for Computers in Education Best Paper Award Shared with Michael Henderson and Nicola Johnson entitled "Ethics of Teaching with Social Media"
Projects
Transitioning for Growth: Successful Transition Strategies from Primary to Secondary School
Leading Indigenous Cultural Inclusion Module in collaboration with the Bastow Institute of Educational Leadership (Bastow) and the Koorie Unit of the Learning
Experience Culture and Learning: Articulating pre-service teacher placement experiences in the Northern Territory.
Evaluating the More Aboriginal and Torres Strait Islander Teacher Initiative (Australia Council of Deans of Education component)
Publications
Teacher Agency and the Digital Technologies Curriculum in Disadvantaged Australian Schools
J O’Mara, G Auld, J Lynch, A Cloonan
(2023), Australian Educational Researcher, C1
Reading as Community: Solace, pleasures and becoming during COVID-19 pandemic
Joanne O'Mara, Glenn Auld
(2022), pp. 238-252, Applied Arts and Health: Building Bridges Across Arts, Therapy, Education and Community, Chicago, Ill., B1
Examining the paradoxes children experience in language and literacy learning
G Auld, J O’Mara, A Cloonan, T Delphine, A Eyers, M Nicholas, S Ohi, L Paatsch, L Pangrazio, J Quick
(2022), pp. 1-16, Australian Journal of Language and Literacy, Berlin, Germany, C1
Glenn Auld, Lena Djabibba, Joanne O'Mara
(2021), pp. 73-83, Rethinking languages education : directions, challenges and innovations, Abingdon, Eng., B1
Glenn Auld, Alex Kostogriz
(2021), pp. 79-96, Teacher Education Through Uncertainty and Crisis : Towards Sustainable Futures, Abingdon, Eng., B1
Gratitude notes as formative assessment in middle years literacy learning
Glenn Auld, Joanne O'Mara, Andrew Eyers
(2021), Vol. 29, pp. 37-46, Literacy learning: the middle years, Norwood, S.Aust., C1
Necessary But Not Sufficient: Literacy Pedagogies for Changing Times
Joanne O'Mara, Glenn Auld, Narelle Wood
(2021), Vol. 23, pp. 32-44, LANGUAGE AND LITERACY, C1
Glenn Auld, Joanne O'Mara, Peta White
(2021), Vol. 44, pp. 86-95, Australian Journal of Language and Literacy, Adelaide, S.Aust., C1
Glenn Auld, Joanne O'Mara, Clair Anderson, Natalie Brown, Tim Corcoran, Kitty Te Riele, Julianne Moss, Tim Delphine, David Hicks, Harsha Chandir, Tess Crellin, Emma Rudling
(2021), Hobart, Tas., A6
Translanguaging: Towards a strength-based literacy curriculum
Glenn Auld, Lena Djabibba, Joanne O'Mara
(2020), Vol. 28, pp. 32-40, Literacy Learning: The Middle Years, Crows Nest, NSW, C1
Assessing pre-service teachers' literacy pedagogy through gratitude notes to secondary students
G Auld, A Eyers, J O'Mara
(2020), Vol. 45, pp. 62-75, Australian Journal of Teacher Education, C1
P White, G Auld, M Wells
(2020), Vol. 37, pp. 147-158, Australian Journal of Environmental Education, C1
Julianne Lynch, Glenn Auld, Anne Cloonan, Joanne O'Mara, Christopher Speldewinde
(2020), Geelong, Vic., A6
The evidence of literacy learning through contemporary Kunibídji knowledge systems
Lena Djabibba, Glenn Auld, Joanne O'Mara
(2019), Vol. 19, pp. 15-32, Literacy education and indigenous Australians : theory, research and practice, Berlin, Germany, B1
'Four Boys Nga-Lerebina Ngana': Oracy and Translanguaging in English and Ndjébbana
J O’mara, G Auld, L Djabibba
(2019), Vol. 54, pp. 59-68, English in Australia, C1
Julianne Lynch, Glenn Auld, Anne Cloonan, Joanne O'Mara, Christopher Speldewinde
(2019), Sydney, N.S.W., A6
Is there a case for mandatory reporting of racism in schools?
G Auld
(2018), Vol. 47, pp. 146-157, Australian journal of Indigenous education, Cambridge, Eng., C1
G Auld, J Dyer, C Charles
(2016), Vol. 41, pp. 165-179, Australian Journal of Teacher Education, C1
M Wells, D Lyons, G Auld
(2016), Vol. 51, pp. 53-61, English in Australia, C1
G Auld, N Johnson
(2015), pp. 163-181, Critical perspectives on technology and education, New York, N.Y., B1
The ethical dilemmas of social networking sites in classroom contexts
G Auld, M Henderson
(2015), pp. 741-756, Human rights and ethics: concepts, methodologies, tools, and applications, Hershey, Pa., B1-1
Leading indigenous cultural inclusion 2014 program evaluation report
B Martin, R McIvor, K Lovett, B Cherednichenko, G Auld, J Dyer
(2015), Melbourne, Vic., A6
Transitioning for growth. Successful transition strategies from primary to secondary school.
G Auld, G Williams, Y Loong, W Widjaja, G Levy, M Tan
(2015), Melbourne, Vic., A6-1
Homework: a window into community literacies
K Hutchison, G Auld,, K Hutchison
(2014), pp. 117-132, Becoming a Teacher of Language and Literacy, Melbourne, Vic., B1
Engaging with tensions: tensions are the norm
G Auld, B Doecke, R MacGlip
(2014), pp. 19-36, Becoming a teacher of language and literacy, Melbourne, Vic., B1
Literacy teaching and learning in digital times: tales of classroom interactions
M Wells, G Auld
(2014), pp. 63-82, Becoming a teacher of language and literacy, Melbourne, Vic., B1
Connecting literacy learning outside of school to the Australian Curriculum in the middle years
G Auld, N Johnson
(2014), Vol. 22, pp. 22-27, Literacy learning: the middle years, Adelaide, S. A., C1
Becoming a teacher of language and literacy
B Doecke, G Auld, M Wells
(2014), Port Melbourne, Vic., A7
Ethics of teaching with social media
M Henderson, G Auld, N Johnson
(2014), pp. 1-7, ACEC 2014 : Now it’s personal : Australian Computers in Education 2014 conference, Adelaide, S. A., E1
The ethical dilemmas of social networking services in classroom contexts
G Auld, M Henderson
(2013), pp. 192-207, The social classroom : integrating social network use in education, Hershey, Pa., B1
H Tonyan, G Auld
(2013), pp. 215-227, Pedagogy in Higher Education: A Cultural Historical Approach, Cambridge, England, B1
Silences of ethical practice: dilemmas for researchers using social media
M Henderson, N Johnson, G Auld
(2013), Vol. 19, pp. 546-560, Educational research and evaluation, Abingdon, England, C1
G Auld, A Ridgway, J Williams
(2013), Vol. 9, pp. 31-44, Studying teacher education, Abingdon, Eng., C1
B Doecke, M Wells, J Kline, B Walker-Gibbs, C Campbell, L Hobbs, W Kortman, B Doig, G Auld, P Hubber, R Tytler, B Preston, M Long
(2013), [Geelong, Vic.], A6
The literacy and numeracy strategy literature review
A Kostogriz, C Vale, G Auld, D Blake, L Bragg, S Ohi, T Ollis, J O'Mara, L Paatsch, G Williams
(2013), Melbourne, Vic., A6-1
G Auld, C Charles, J Dyer, G Levy, A Marshall
(2013), pp. 1-7, ATEA 2013 : Knowledge makers and notice takers: teacher education research impacting policy and practice : Proceedings of the Australian Teacher Education Association Conference 2013, Brisbane, Qld., E1
G Auld, I Snyder, M Henderson
(2012), Vol. 26, pp. 279-296, Language and education, Abingdon, England, C1
G Auld, J Williams, A Ridgway
(2011), pp. 1-7, ATEA 2011 : Proceedings of the 2011 ATEA Conference, Melbourne, Vic., E1-1
M Henderson, G Auld, B Holkner, G Russell, W Seah, A Fernando, G Romeo
(2010), Vol. 24, pp. 12-20, Australian educational computing, Belonnen, A.C.T., C1-1
The production and distribution of Burarra talking books
R Darcy, G Auld
(2008), Vol. 23, pp. 19-23, Australian educational computing, Belconnen, A.C.T., C1-1
Talking books for children's home use in a minority Indigenous Australian language context
G Auld
(2007), Vol. 23, pp. 48-67, Australasian journal of educational technology, Dickson, A.C.T., C1-1
A middle approach to literacy in a minority Indigenous Australian language context.
G Auld
(2004), pp. 1-18, AARE 2004 : Doing the public good : positioning educational research ; AARE 2004 International Education Research conference proceedings, Melbourne, Vic., E1-1
What can we say about 112,000 taps on a Ndjebbana touch screen?
G Auld
(2002), Vol. 30, pp. 1-7, Australian journal of Indigenous education, Brisbane, Qld., C1-1
The role of the computer in learning ndjébbana
G Auld
(2002), Vol. 6, pp. 41-58, Language learning and technology, Honolulu, Hi., C1-1
Why should I present my thesis on computer assisted ndjébbana on dvd?
G Auld
(2002), pp. 1-13, AARE 2002 : Problematic futures : educational research in an era of uncertainty ; AARE 2002 conference papers, Brisbane, Qld., E1-1
Funded Projects at Deakin
Other Public Sector Funding
Evaluation of the National Partnerships (Teacher, Quality, Supply and Retention) Initiatives for the Victorian school workforce
Prof Brenton Doecke, Prof Russell Tytler, Adj/Prof Christine Halse, Dr Brian Doig, Prof Julianne Moss, Prof Damian Blake, A/Prof Peter Hubber, Prof Coral Campbell, A/Prof Anne-Marie Morrissey, A/Prof Bernadette Walker-Gibbs, Dr Wendy Kortman, Mr Alan Marshall, Ms Barbara Preston, Dr Jodie Kline, A/Prof Glenn Auld, A/Prof Linda Hobbs
DEECD Department of Education and Early Childhood Development
- 2013: $190,500
- 2012: $25,500
- 2011: $52,800
Literacy and Numeracy Strategy - Literature Review
A/Prof Colleen Vale, Prof Damian Blake, A/Prof Glenn Auld, Dr Leicha Bragg, Prof Louise Paatsch, A/Prof Trace Ollis, A/Prof Joanne O'Mara, Dr Sarah Ohi, Dr Gaye Williams
DEECD Department of Education and Early Childhood Development
- 2013: $54,420
(PILOT) Leading Indigenous Cultural Inclusion Module
Prof Brian Martin, A/Prof Glenn Auld, Ms Julie Dyer
DEECD Department of Education and Early Childhood Development
- 2015: $16,995
- 2014: $155,010
Transition: Improved Literacy and Numeracy Outcomes (Successful strategies)
A/Prof Glenn Auld, Dr Esther Loong, A/Prof Wanty Widjaja, Dr Gaye Williams
DETVic Tender - Department of Education and Training Victoria
- 2015: $59,670
Yarning the way: The role of Indigenous education paraprofessionals in guiding the post-school educational pathways of Aboriginal and Torres Strait Islander youth
A/Prof Maree Gruppetta, Prof Liz Cameron, A/Prof Glenn Auld
Higher Education Participation & Partnerships Program
- 2016: $7,000
Evaluation of NISA project: Supporting implementation of Digital Technologies Curriculum
A/Prof Julianne Lynch, A/Prof Joanne O'Mara, Hon Prof Anne Cloonan, A/Prof Glenn Auld
Australian Curriculum, Assessment & Reporting Authority
- 2020: $47,835
- 2019: $22,500
- 2018: $22,500
- 2017: $5,000
Design and delivery of a Graduate Certificate of Secondary Digital Technologies.
A/Prof Julianne Lynch, A/Prof Andrew Cain, Dr Jo Raphael, Dr George Aranda, Dr Sunil Aryal, Dr Chathu Ranaweera, Dr Carly Sawatzki, Dr Matthew Thomas, Dr Guy Wood-Bradley, A/Prof Glenn Auld, Dr John Cripps Clark, A/Prof Linda Hobbs
DETVic Grant - Research - Department of Education and Training Victoria
- 2023: $411,651
Industry and Other Funding
MATSITI evaluation
A/Prof Glenn Auld, Prof Wendy Brabham, Mr Alan Marshall, Ms Kate Torpey, Dr Suneeti Rekhari
Australian Council of Deans of Education
- 2012: $20,000
Improving the outcomes for Aboriginal and Torres Strait Islander Students Project.
A/Prof Joanne O'Mara, Prof Julianne Moss, A/Prof Tim Corcoran, A/Prof Glenn Auld
Catholic Education Centre
- 2021: $117,066
- 2020: $42,867
Supervisions
Paul Joseph Duck
Thesis entitled: 'It don't mean a thing' 'Literary' Language in Senior Secondary Classrooms
Doctor of Philosophy (Education), School of Education
Tim Delphine
Thesis entitled: Toward a dialogical praxis: my search for good teaching
Doctor of Philosophy (Education), School of Education
Margaret Allison Beresford
Thesis entitled: Global edu-business leadership: Negotiating practice in the United Arab Emirates
Doctor of Philosophy (Education), School of Education
Desiree Hernandez Ibinarriaga
Thesis entitled: Critical Co-design Methodology: Privileging Indigenous Knowledges and Biocultural Diversity (Australia/Mexico)
Doctor of Philosophy (Education), School of Education
Maureen Patricia Cann
Thesis entitled: Literacy Reform in an Australian Secondary School: Living the Discourses of Recontextualisation
Doctor of Philosophy (Education), School of Education
Kate Michelle Harvie
Thesis entitled: Indigenous perspectives, teacher practice and Australian curriculum: the dynamic interplay
Doctor of Philosophy (Education), School of Education
Chuchu Long
Thesis entitled: Chinese College English students learning experience in China and Australia
Doctor of Philosophy (Education), School of Education
Damien Michael Lyons
Thesis entitled: Literacy in and for the 21st century
Doctor of Philosophy (Education), School of Education
Lisa Breen
Thesis entitled: Teacher professional practice and an ethic of care: an everyday problematic
Doctor of Philosophy (Education), School of Education
Alistair Welsh
Thesis entitled: Language Teaching for the Asian Century: Indonesian in Australian universities
Doctor of Philosophy (Education), School of Education