Claire Kelly is a lecturer in Literacy in the College of Arts & Education at Victoria University.
Claire's work focuses on:
- critical, collaborative and feminist research methodologies
- school-university partnerships
- praxis inquiry learning and teaching
- authentic assessment
- connecting learning with communities.
She has an ongoing commitment to the inclusion of Indigenous historical and contemporary perspectives in learning, teaching and research.
Before entering teacher education, Claire worked as:
- a secondary and TAFE teacher in literacy, history and politics
- a teacher unionist
- a policy advisor on curriculum and industrial issues connected to equal opportunity issues for girls and women, particularly child care, for state and commonwealth government departments.
- AEB3301 Inquiry into Adolescent Teaching & Learning
- AEB3302 Critical Practices for Teachers in Secondary Schools
- AEB3305 English Pedagogy and Practice for Secondary Students
Refereed journal articles
Guðjónsdóttir, H., Cacciattolo, M., Dakich, E., Dalmau, M. C., Davies, A., & Kelly, C. (2007). Transformative pathways: Inclusive pedagogies in learning and teaching. Selected for extension in a Special Issue of Journal of Research on Technology in Education, 40(2), 165-182.
Kelly, C. (1986). Women in the VSTA: A Record of the Curriculum and Industrial Policies towards the Elimination of Sexism in Education. Melbourne: Victorian Secondary Teachers Association.
Refereed book chapters
Kelly, C. (2017) Unity without Assimilation: Collaborative Self-Study between Indigenous and Non-Indigenous Lecturers pp 41-72 in M. Dalmau , H. Guðjónsdóttir and D. Tidwell (Eds) Taking a Fresh Look at Education: Framing Professional Learning in Education through Self-Study. Rotterdam: Springer.
Guðjónsdóttir, H., Cacciattolo, M., Dakich, E., Dalmau, M. C., Davies, A. & Kelly, C. (2006). Transformative pathways: Inclusive pedagogies in learning and teaching. In Kinshuk, Demetrios Sampson, J. Michael Spector & Pedro Isaías (eds.), Cognition and exploratory learning in the digital age. pp 81-91. IBSN 972-8924-22-4.
Guðjónsdóttir, H., Tidwell, D., Kelly, C., Brown, N., Kristinsdóttir. J., Dalmau, M. C., Óskarsdóttir, E., Farrell, J. (2014). Self-study researchers making a difference for innovation in practice and policy. Refereed paper accepted for American Educational Research Association 2014 Conference, Philadelphia, USA.
Kelly, C. V. (2014). Can the new national teacher registration standards contribute to decolonised Australian classrooms? Paper presented at the Annual Australian Association for Research in Education Conference, Adelaide.
Guðjónsdóttir, H., Dalmau, M. C., Samaras, A., Davies, A. & Kelly, C. (2011). What is happening to the Big Questions? Refereed paper. Division K, Teaching and Teacher Education, Section 9: Teacher Education Program Design and Innovation. American Educational Research Association, New Orleans, USA.
- Australian Association for Research in Education (AARE)
- National Tertiary Education Union (NTEU)
- College of Arts & Education