Key Dates
Call for Abstracts opens
Monday 25 July 2022
Registrations Open
Monday 22 August 2022
Call for Abstracts closes
Tuesday 6 September 2022
Notification of Acceptance
Tuesday 13 September 2022
Program
Now Available
Early Bird Registration Closes
Tuesday 25 October 2022
26th ANZSSA Conference
Tuesday 6-Thursday 8 December 2022
Enquiries
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Association Professionals
Conference Managers
PO Box 7345
Beaumaris VIC 3193
E: conference@anzssa
T: 03 9586 6088
Keynote Speakers
Professor Braden Hill
Presentation - “Just deliver education, not social justice”: Students and universities in the context of accelerating social change
Professor Braden Hill is a Noongar (Wardandi) man from the south-west of Western Australia and the Deputy Vice-Chancellor (Students, Equity and Indigenous) at Edith Cowan University (ECU). Professor Hill previously held the role of Pro-Vice-Chancellor (Equity and Indigenous) and Head of Kurongkurl Katitjin, ECU’s Centre for Indigenous Australian Education and Research.
He has significant experience in Aboriginal education, as well as leading a range of equity initiatives including SAGE Athena SWAN, Respect Now Always, Reconciliation Action Plan and Disabilities and Access Inclusion Plan within the tertiary sector. His current portfolio responsibilities include Student Life, leading ECU’s commitment to Australian Aboriginal and Torres Strait Islander advancement, Equity and Diversity initiatives and working across the University to provide an environment that welcomes, and facilitates the success of, students and staff from a range of diverse backgrounds.
Professor Hill’s research interests include Indigenous education, identity politics, queer identities in education and transformative learning. Prior to ECU, Professor Hill was the Director of Aboriginal Education, Equity and Inclusion at Murdoch University, responsible for leading University’s Kulbardi Aboriginal Centre, Health Service and Equity, and Social Inclusion Office.
Paora Ammunson
Presentation - Learner Success
Deputy Chief Executive, Learner Success Ōritetanga Directorate
“All New Zealanders are descended from explorers, designers, innovators, engineers and risk takers. Excellence and achievement runs in our blood, strengthening relationships between TEC and communities across Aotearoa is key to future learning achievement”
Bringing significant experience on the governance boards of tribal, government, farming, sporting and commercial bodies, Paora has operated his own management consultancy business since 1998.
Playing a leadership role in key government initiatives over many years, such as the Rugby World Cup and APEC leaders forum, he chaired the Wairarapa Rugby Union until this year and was recently elected to the South Wairarapa District Council.
Of Ngāti Kahungunu, Rangitane ki Wairarapa and Te Arawa whakapapa, Paora has served his family marae in Greytown since the 1980s.
Tai Peseta, Samuel Suresh, Shivani Suresh, Lilly-Rose Saliba, Tamima Rahman, Jen Alford, and Daisy Plzak
21C Transforming Curriculum Student-Staff Partnership team - Western Sydney University
Presentation - Student-Staff Partnership as a place of radical possibility: troubling the call for ‘impact and ‘success’
We are part of a collective of students and staff at Western Sydney University, working in partnership on a university-wide curriculum project (21C Transforming Curriculum – 21C TC) that has been in train for the last 5 years. Like many strategic projects of this kind, when the funding nears an end, the frenzy of activity to evaluate its outcomes and outputs against a set of metrics, becomes especially heightened. Witness the scene: the search for data and evidence to anchor claims; countless presentations to stakeholders and partners; an expectation that the learning from the project becomes seamlessly embedded into the ‘business as usual’ habits, routines, rhythms, regularities of the university. Not only that, stories and whispers circulate about the depth of change and the extent of transformation; in some cases, artefacts find their way into the socio-material spaces of practice; and terms like legacy haunt the project’s remains. For staff, these kinds of projects are often par for the course; for student partners however, there is a pedagogical task at hand to apprehend the seductive invitation for project success. What does success and impact look like to students? How do they know? What change do they experience? What have they learned? What would be done differently next time from their perspective?
In this keynote, we are keen to reflect with you about how we – a team of student and staff partners engaged in 21C TC – recognise the value of our contribution to university-wide curriculum transformation. In taking up such a task, the intention is one of critical reflexivity. First, we are keen to invert a typical pattern we have noticed where students’ experiences of learning and engagement act primarily, as data to be mined for impact. In this scenario, students tend to be framed as objects for inquiry, rather than legitimate drivers / actors of inquiry. And second, we are keen to share how our work together in partnership has expanded the way we engage with our university – from transaction to one of relationality or ‘mattering’ (Gravett et al., 2021). Because of the student-staff partnership curriculum environment we have worked to bring into being, for us, the university has shifted from a fixed place, to one of radical possibility. In this context, how do we frame different kinds of conversations about ‘impact’ and ‘success’?