Methods
Critical policy analysis
Discourse Analysis
Theory of Practice Architecture
Participatory Action Research
Visual Research Methods, Photo Elicitation.
Sociocultural methods
Feminist Ethics
Narrative Inquiry
Research Focus
Community and Culturally Responsive Early Childhood Pedagogies
Innovations in Participatory Action Research, including visual research methods and other dialogic methods.
Family Engagement
Equity in Early Education
Leadership
Early Childhood Teacher Identity
Educational trajectories
Concepts/Focus
Funds of Knowledge
Intersectionality
Relational Agency
Networked and Distributed Leadership
Literacy as Social Practice
Dr Jacqueline D’warte is an Associate Professor in the School of Education at Western Sydney University and a Senior Researcher in the Centre for E
Christine Woodrow is a senior researcher in the Centre for Educational Research and Research Leader (Early Years )& Director, Research and HDR in the Centre for Transforming Early Education and Child Health (TeACH) at Western Sydney University. She teaches in the early childhood Teacher Education program and the Master of Education, (Leadership) in the School of Education.
Much of Christine’s research is undertaken in contexts of hardship and communities experiencing adversity using a’ Funds of Knowledge’ approach to engage participants and mobilise action. She has particular expertise in adapting and applying participatory, dialogic and co-design methodologies, driven by commitments to the idea that research should aim to add knowledge and value to the lives and experiences of those participating in the research as well as those conducting it. She has conducted and innovated many forms of action research, in education settings and has co-edited a book documenting case studies of effective approaches to action research in Chile, Australia, Sweden and South Africa. She has been deeply involved in community based initiatives aimed at community transformation in areas experiencing economic and social adversity in Western Sydney and led a national study of family engagement in children’s learning focussing on experiences in low SES, CALD and Aboriginal communities. She is currently a Chief Investigator on a nationally funded ARC grant investigating factors that influence low income families’ participation in early education and the pedagogical, policy and management strategies early childhood services put in place in response to these contexts.
Christine has extensive experience in leading complex multi-sited research projects including international projects in Latin America. She was leader of an innovative 6-year early education research program called Futuro Infantil Hoy which investigated effective pedagogical approaches and strategies to strengthen the educational quality in early childhood centres within a sociocultural approach. Here the focus was on early literacy learning and engaging families in their children’s learning. The program was developed and implemented in the Northern region of Chile with highly successful outcomes and later adapted for other regions. Christine has presented this research at many international forums in Chile, Australia and Europe.
Christine’s expertise in leading high impact participatory programs of professional learning has led to the design and implementation of a number of bespoke programs based on her ‘Collaboration for Learning’ approach and resulted in the development of pedagogical and community leadership programs and the creation of teacher resources supporting a sociocultural approach to early education. Her research in pedagogical innovations in complex contexts of poverty, and associated professional learning and leadership program development was recognised by the Australian Research Council as being of High Impact.
Recent Projects
Collaboration for Learning 2018-2020 Funding: The Hive, United Way .CIs Christine Woodrow & Linda Newman
Collaboration For Learning was a significant site of the ongoing Research Program ‘Strengthening Teaching and Learning in Early Childhood Contexts: Studies of Pedagogical Change’. The research aimed to investigate early childhood leadership and professionalism , and evaluate models of Practitioner Action Research (PAR) in relation to changed pedagogical practices, considering the impact of the PL approach on professional identities, leadership and pedagogical practices.
Leadership Innovation in the 21st Century: Future-Proofing Early Childhood Organisations. 2018-2020 Funding KU Childrens Services
This innovative study is the first Australian study of leadership in large not-for profit provider of early childhood education. Using a range of research methodologies including interactive dialogic methods, the study made recommendations for news structures and approaches to leadership development in the organisation.
Parent Engagement in Contexts of High Poverty. 2019-ongoing Funding, University of Chile, Western Sydney University.CIs University of Chile (2019- Santibanez, (Fac of Social Science, University of Chile), Woodrow and Jones- Diaz ( CER, WSU)
This project investigates parent engagement in contexts of high poverty and aims to develop a typology and framework for understanding parent engagement.
Parent Engagement: A National Qualitative Study 2015- 2017. Fundin: Australian Research Alliance for Children and Youth.CIs Christine Woodrow, Margaret Somerville, Loshini Naidoo.
This project investigated parent engagement in schools and early childhood settings with a particular focus of Low SES, CALD and Aboriginal Communities. More than 55 interviews and focus groups were conducted in diverse Australian contexts., and a series of recommendations were formulated to inform future policy and practices.
Futuro Infantil Hoy: The Development of Leaders in Early Childhood Education: A sociological study of transnational knowledge exchange – Australia and Chile: Funding Fundacion Minera Escondida. CIs Christine Woodrow, Michael Singh, Linda Newman, Leonie Arthur.
This 7 year research project explored pedagogical innovations in teaching and learning and investigated strategies to engage families in their children’s learning across 20 early childhood sites in regional Chile. More than 300 educators were involved in various aspects of the study which identified powerful ways that families could be encouraged to participate in their children’s learning and involved educators in reconceptualising their role as an early childhood pedagogical leader.
Development of Leaders in Early Childhood and Pre-Kinder Education in a Sociocultural Approach 2016 Funding: JUNJI and Corporation of Puente Alto. CI Christine Woodrow
This project engaged early childhood educators working in high poverty contexts in outer urban Santiago to re-evaluate the pedagogies they used with their children and families and to explore their roles and identities as pedagogical leaders.
A Research Evaluation of Early Childhood Schools and the Koori Preschool Program Funding: ACT Education Directorate. CIs Anne Power, Christine Woodrow, Joanne Orlando.
This project examined the strengths, weaknesses and challenges of a systemic innovation that involved the co-location of early childhood and family services within an early childhood school site. The research showed that both children and families, and most teachers were supportive of the approach and identified how children’s achievement of leadership and independence were enhanced through the experience. Challenges included issues of governance and leadership due to unclear and competing responsibilities across different service provider organsiations.
Strengthening Preschoolers’ Literacy and Numeracy learning through enriched play environments Funding: NSW Department of Education and Training. CIs, Christine Woodrow, Leonie Arthur.
A Participatory Action Research (PAR) approach was used to mobilised preschool teachers in Western Sydney to reconsider problems of practice and innovate in pedagogical practice. The research investigated these innovations in pedagogy and how they impacted on children and educators in the learning environment.
Early Action for Success Funding NSW Department of Education and Training. CIs Christine Woodrow and Leonie Arthur
Current Projects
CONNECTED-ED Practitioner Research Program 2021-2022 Funding – Connect Child and Family Services.
This research is a new research site of the ongoing program of research ‘Strengthening Teaching and Learning in Early Childhood Contexts: Studies of Pedagogical Change. The research aims to investigate early childhood leadership and professionalism , and evaluate models of Practitioner Action Research (PAR) in relation to changed pedagogical practices, considering the impact of the PL approach on professional identities, leadership and pedagogical practices.
Engaging Families in Early Education Australian Research Council Funding 2020-2023
The Engaging Families in Early Education project responds to enduring inequalities in children’s participation in high quality early childhood education and care (ECEC) and provides a unique opportunity to develop new knowledge on the interaction between policy, implementation, and the decision making that occurs in families in economically precarious circumstances.
Research Questions:Q1 What do Indigenous and non-Indigenous families experiencing economic adversity (those using and those not using ECEC) want educators and governments to understand about their life? Q2 What are the Practice Architectures in services with strong track records of sustained engagement with families in economic adversity? Q3: How do services and low-income families negotiate the requirements of the Child Care package and what are the consequences?
CIs Dr Jen Skattebol, UNSW, DR Megan Blaxland UNSW, A/P Christine Woodrow WSU, A/P Marianne Fenech, USyd, Dr BJ Newton UNSW, Professor Fran Press Manchester Metroplitan University
Listening Carefully Funding NSW Department of Education Strategic Research Leveraging Grant.
CIs . Dr Jen Skattebol, UNSW, DR Megan Blaxland UNSW, A/P Christine Woodrow WSU, A/P Marianne Fenech, USyd,.
The project leverages data generated through the EFEE ARC Linkage grant project to create an innovative web site featuring digital stories about families experiencing financial adversity funded. The research findings are being embedded in ahighly engaging, interactive and broader-reaching professional development website structured around detailed, respectful stories crafted in collaboration with Aboriginal and non-Aboriginal families and flow into examples of how effective educators work with these families.
Check- UPS Before School: Supporting School Readiness: Locating health and development screening services in local community sites. 2019-2022 Funding The Hive, United Way
CIs A/P Rebekah Grace, A/P Christine Woodrow, A/P Christine Johnston
1. To understand the barriers and facilitators for families in participating in early childhood health and development screening programs before starting school.
2. To examine whether participation in the screening program leads to:
- earlier diagnosis of child health and development challenges,
- increased family engagement with health and other services,
- greater parent awareness of children’s development and learning and supports available
- higher levels of parent satisfaction with the supports available to them.
3. To explore the impact of the screening program on school readiness and cross-sector partnerships to support children in the first year of school.
Acknowledgment of Country Funding WSU Early Learning Ltd.
CIs, A/P Rebekah Grace , TeEACH, WSU, A/P Christine Woodrow, TeEACH, Kerry Staples, TeEACH, Dr Elise Baker, TeEACH
This research investigates child, family and educator perspectives about pedagogical practices associated with Acknowledgment of Country practices. By exploring the practice of ‘Acknowledgment of Country’ as a recurring ritual in Australian EC early education contexts, we hope to better understand the motivations and the perspectives of key actors around its meaning and significance. The study will highlight important critical elements of pedagogies used in educational and justice focussed reconciliation activities and identify strategies for foregrounding equity and social inclusion in the early childhood context.
The research findings will inform the development of a professional learning program for early years educators and some resources to support that program.
Research Questions
• What are the key features evident in Acknowledgment of Country practices in EC early childhood education contexts (ECEC)?
• What processes contribute to and support its implementation?
• How do children, families and educators perceive the significance, meanings and benefits of the practice?
• What impacts can be attributed to undertaking the Acknowledgment of Country?
Recent Publications
Books
Cole, D. & Woodrow, C. (eds). (2016) Super Dimensions in Globalisation and Education. Springer. The Netherlands.
Woodrow, C. & Newman, L. (2015) Practitioner Research in Early Childhood: International Perspectives and Issues SAGE. London.
Woodrow C, Newman L, Staples K & Arthur L, (2015), Estrategias de Aprendizaje, Ediciones de la JUNJI, Government of Chile
Woodrow, C., Newman, L., Staples, K. & Arthur, L. (2015). Estregias de aprendizaje (Learning strategies). Santiago, Chile: JUNJI, Government of Chile.
Book Chapters
Woodrow, C. & Newman, L. (in press). Practitioner Research as sustainable professional practice. In K. De Gioia, A. Fleet, C. Patterson & M Papic. Unlocking Practitioner Inquiry: Growing Professionally in Early Years Education. Routledge Press.
Woodrow, C. & Newman, L. (2020) El enfoque de los fondos de conocimients para fortalecer el aprendizaje de los ninos y ninas. In V. Lopez (editor) Los Fondos de Conocimientos: Propuestas para trabajar desde las sabidurias de las familias. Series ‘Por una educacion inclusiva’ 16-21. Centro de Investigacion Educacion Inclusiva. Valparaiso. Chile.
Woodrow & Staples (2019) Relational approaches to supporting transitions into school: Families and early childhood educators working together in regional Chile. In Edwards, A. and Hedegaard, M. (Eds) Supporting Difficult Transitions: Children, Young People and their Carers. Bloomsbury
Woodrow, C. & Press, F. (2018) The privatisation of ECEC debate: Social versus neo-liberal models. In (ed) L. Miller, C. Cameron, C. Dalli and N. Barbour The SAGE Handbook of Early Childhood Policy. Thousand Oaks: SAGE Publications
Power, A., Woodrow, C. & Orlando, J. (2018) Ideas of community: Assembling new governance in Early Childhood Education. In S. Gannon, R. Hattam & W. Sawyer (Eds.) Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities. London & New York: Routledge.
Press F, Woodrow C, (2018), Marketisation, elite education and internationalisation in Australian early childhood education and care. in Elite Education and Internationalisation: From the Early Years to Higher Education, Maxwell, Claire, Deppe, Ulrike, Kruger, Heinz-Hermann, Helsper, Werner, Switzerland, pp 139-159
Arthur, L. & Woodrow,C. (2018) C. Effective pedagogies for enhancing preschoolers’ engagement with learning in disadvantaged communities. In S. Gannon, R, Hattam & W Sawyer (eds) Resisting Educational Inequality: Reframing Policy and Practice in Schools Serving Vulnerable Communities,: Routledge. http://www.taylorandfrancis.com/books/details/9781138799615/
Qi, Jing & Woodrow, C. (2016) Super-epistemic diversity: Intersectional interplay of educational knowledges in Programa Futuro Infantil Hoy. In Cole, D. & Woodrow, C. (eds). Super Dimensions in Globalisation and Education. Springer. The Netherlands.
Cole, D. & Woodrow, C. (2016) Super dimensions in globalisation and education. In D. Cole & C. Woodrow, (eds) Super Dimensions in Globalisation and Education. Springer. The Netherlands. pp 1-16,
Woodrow, C. & Newman, L . (2015) Recognising, Valuing and Celebrating Practitioner Research. In C. Woodrow & L. Newman Practitioner Research in Early Childhood. SAGE. London.
Newman, L. & Woodrow, C. Rojo, S. & Galvez, M. (2015) Collaborative capacity building in early childhood communities in Chile. In C. Woodrow & L. Newman (eds) Practitioner Research in Early Childhood. SAGE. London.
Woodrow C, Arthur L, Newman L, (2014) Futuro Infantil Hoy and community capacity building : an international early childhood literacy project .iI Diverse Literacies in Early Childhood: A Social Justice Approach. Arthur, Leonie, Ashton, Jean, Beecher, Bronwyn, Camberwell, Vic., pp 86-105
Woodrow C, 2012, Relationships, reflexivity and renewal: professional practice in action in an Australian Children’s Centre. In Early Childhood Grows Up: Towards a Critical Ecology of the Profession,L. Miller, C. Dalli, & M. Urban (Eds) The Netherlands, pp 21-35.
Fasoli, M. Scrivens,C. & Woodrow, C. (2007). Challenges for Leadership in New Zealand and Australian Early Childhood Contexts. In L.Keesing-Styles& H. Hedges (eds).Theorising Early Childhood Practice: Emerging Dialogues Pademelon Press. Sydney.
Journal Articles
Press F, Woodrow C, Logan H, Mitchell L, (2018) Can we belong in a neo-liberal world: neo-liberalism in early childhood education and care policy in Australia and New Zealand, Contemporary Issues in Early Childhood, vol 19, no 4, pp 328-339,
Newman, L., Woodrow, C. & Arthur, L. (2016). Visible Difference: Photostory as capacity building, research and evaluation method. NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19, 73 – 86. Retrieved from http://www.childforum.com/research/vol-19-2016-nzrece-journal/1363-photostory-evaluation-method-practitioner-leaning.html
Skattebol, J. Adamson, E. & Woodrow, C. (2016) Revisioning professionalism from the periphery. Early Years: An International Research Journal http://www.tandfonline.com/doi/full/10.1080/09575146.2015.1121975.
Newman, L., Arthur, L., Staples, K. & Woodrow, C. (2016) Recognition of family engagement in young children’s literacy learning. Australasian Journal of Early Childhood 41(1) 73-81.
Pardo, M. & Woodrow, C. (2014) Strengthening early childhood education in Chile: Tensions between public policy and teacher discourses over the schoolarisation of early childhood education professional identity. International Journal of Early Childhood. 46 (1) pp101-115 (DOI) 10.1007/s13158-014-0102-0
Newman, L., Woodrow, C. & Arthur, L. (2016). Visible Difference: Photostory as capacity building, research and evaluation method. NZ Research in ECE Journal, Special Issue: Equality and Diversity, 19, 73 – 86. Retrieved from http://www.childforum.com/research/vol-19-2016-nzrece-journal/1363-photostory-evaluation-method-practitioner-leaning.html
Skattebol, J. Adamson, E. & Woodrow, C. (2016) Revisioning professionalism from the periphery. Early Years: An International Research Journal http://www.tandfonline.com/doi/full/10.1080/09575146.2015.1121975.
Newman, L., Arthur, L., Staples, K. & Woodrow, C. (2016) Recognition of family engagement in young children’s literacy learning. Australasian Journal of Early Childhood 41 (1) 73-81.
Pardo, M. & Woodrow, C. (2014) Strengthening early childhood education in Chile: Tensions between public policy and teacher discourses over the schoolarisation of early childhood education professional identity. International Journal of Early Childhood. 46 (1) pp101-115 (DOI) 10.1007/s13158-014-0102-0
Singh, M. Han, J. & Woodrow, C (2012) Shifting pedagogies through distributed leadership: Mentoring Chilean early childhood educators in literacy teaching. Australasian Journal of Early Childhood Vol 37. No 4 . p68-76.
Woodrow, C. (2012)Relationships, Reflexivity and Renewal: professional practice in action in an Australian Children’s Centre. In C. Dali and M. Urban Early Childhood grows up: Towards a critical ecology of the profession –New York: Springer.pp 21-37.
Ortlipp, M ., Arthur, L. Woodrow, C (2011) Discourses of the early years learning framework: constructing the early childhood professional, Contemporary Issues in Early Childhood, vol 12, no. 1, pp 56-70.
Woodrow, C. (2011) Challenging Identities: A case forleadership. In L. Miller and C.Cable. (eds). Professionalism, leadership and management –London: Sage.
Press, F. & Woodrow, C.(2009) The Giant in the playground: Investigating the reach and implications of the corporatisation of childcare provision. In D. King & G. Meagher (eds) Paid Care in Australia: profits, purposes and practices. University of Sydney Press.
Woodrow, C. & Jackson, D. (2009). Connections for Learning: The Role of Supported Playgroups in Supporting Transitions to School. InsideOut. NSW Department of Community Services, Sydney.
Woodrow, C. (2008) Discourses of professional identity in early childhood: Movements in Australia, European Early Childhood Research Journal Vol 16, (2) pp 269-280.
Woodrow, C. & Busch, G. (2008) Repositioning early childhood leadership as action and activism EuropeanEarly Childhood Education Research Journal. Vol 16 (1) pp83-93.
Ashton, J., Woodrow, C., Johnston, C., Singh, L., & James, T. (2008) Partnerships in Learning: Linking early childhood services, families and schools for optimal development. Australian Journal of Early Childhood Vol 33, (2)
Woodrow, C. (2007)W(h)ither the early childhood teacher: Tensions for early childhood professional identity between the policy landscape and the politics of teacher regulation Contemporary Issues in Early Childhood 8 (3) 233-243.
Sawyer, W., Singh, M., Woodrow, C., Downes, T., Johnston, C. & Whitton, D. (2007). Robust Hope and teacher education policyAsia Pacific Journal of Teacher Education 35 (3) 227-242
Woodrow, C. & Press, F. (2007) (Re)Positioning the child in the policy politics of early childhood.Educational Philosophy and Theory 39 (3) 312-325.
Woodrow, C. ,& Newman, L. (2007). Engaged Sociocultural Partnerships: Communities of Practice in Professional Experience at the University of Western Sydney. Every Child.
Press, F. & Woodrow, C. (2005) Commodification, Corporatisation and Children’s Spaces. Australian Journal of Education 49 (3) 278- 297. doi: 10.1177/000494410504900305
Newman, L. & Woodrow, C. (2007). Engaged Sociocultural Partnerships: Communities of Practice in Professional Experience at the University of Western Sydney. Every Child.
Woodrow, C. (2004) Contested Territory: Early childhood curriculum in the Australian context. In W. Fthenakis and P. Oberhuemer,(Eds). Fruhpadagogik international: Buildungsqualitat ImBlikpunkt (Early childhood curriculum issues: International perspectives.)Staatsinstitut fur Fruhpadagogik Munich
Woodrow, C.(2001)Ethics in Early Childhood: Continuing the conversations Australian Journal of Early Childhood 26 (4) 26-31.
Woodrow, C. & Brennan, M. (2001) Interrupting dominant images: Critical and ethical issues. In J. A. Jipson & R. T. Johnson (Eds.), Resistance and representation: Rethinking childhood education pp. 23-44.New York: Peter Lang
Woodrow, C. & Brennan, M. (1999) Marketised positioning of early childhood education: New contexts for curriculum and professional development in Queensland, Australia. Contemporary Issues in Early Childhood 1 (1) 79-95 www.triangle.co.uk/ciec/
Woodrow, C (1999). Revisiting images of childhood in early childhood: Reflections and reconsiderations– Australian Journal of Early Childhood 24 (4) 7-14.
Recent Consultancies
Woodrow, C. & Staples, K. (2020) Practitioner Research – A Professional Learning Program. We were invited by Cumberland Council to offer a similar program for early childhood educators based on the success of the previous one in 2019, but with a particular focus on strengthening family engagement in their early learning centres.
Woodrow, C. & Staples, K. (2019) Cumberland Professional Learning & Leadership Program
This bespoke program was developed based on a brief provided by the Cumberland City Council which offers a range of early education and care programs in one of the most culturally diverse parts of Sydney and Australia. The staff of these services reflect to some extent this cultural and linguistic diversity. The approach we took was informed by findings from Collaboration for Learning pilot program. It was highly evaluated by the managers and staff. Additional funds were provided to conduct a research evaluation of the participants’ learning and experiences.
Resources
Woodrow, C. , Arthur, L., Staples, K., & Newman, L. &. (2012). Recursos para los educadores y educadoras: Las 5 llaves de literacided (Resources for educators: The 5 literacy keys). Futura Infantil Hoy, Western Sydney University
Woodrow, C. Newman, L. & Arthur, L. (2011). Literacy connections: Linking children, families and communities. A professional learning program for early childhood educators. Unpublished manuscript. Sydney: University of Western Sydney.
Woodrow, C. & Newman, L. (2011). A funds of knowledge approach to strengthening children’s learning. (El enfoque de los Fondos de Conocimiento para fortalecer el aprendizaje de los niños y niñas. IN Connecting Research and Practice Series. Futuro Infantil Hoy. Sydney: University of Western Sydney). (Serie Conectando la Investigación y la Práctica)
Video
Woodrow, C. 2012. A ‘Funds of Knowledge Approach’ in Woodrow, Newman & Staples: Futuro Infantil Hoy Master Class.
Woodrow, C. 2012. Futuro Infantil Hoy: A sociocultural approach to curriculum in early childhood in Woodrow, Newman & Staples: Futuro Infantil Hoy Master Class.
Woodrow, C. 2011 . In M. Giugni (ed.) Worldviews, Perspectives on Leadership. Video, audio and text resource, funded through Australian Government Inclusion and Professional Support Program. August. http://www.youtube.com/watch?v=TLm0AU-6X-M&list=PLy9qeqqLFCHDbxVQWgHCO3Lu4ORvAX3fY&index=18.
ESJI Research Group 