Professor Annette Woods
Faculty of Creative Industries, Education & Social Justice,
School of Early Childhood & Inclusive Education
Biography
Research Interests- Literacy
- multiliterices
- social justice
- curriculum
- pedagogy
- assessment
Personal details
Positions
- Professor
Faculty of Creative Industries, Education & Social Justice,
School of Early Childhood & Inclusive Education
Keywords
Curriculum, Diversity, Early Childhood Education, Equity, Literacy, Pedagogy, LLTT, CCC
Research field
Curriculum and Pedagogy, Specialist Studies in Education, Cultural Studies
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2008
Qualifications
- Doctor of Philosophy (University of Queensland)
- MEd (Queensland University of Technology)
- PGDip (Griffith University)
- BA (Macquarie University)
- DipEd (Macquarie University)
Professional memberships and associations
PETAA
ALEA
AERA
Teaching
Experience
Annette completed her PhD at University of Queensland in 2004. While studying at UQ she taught across the graduate diploma, master of education and dual degree initial teacher education programs. She was involved in numerous research projects including an investigation into standardised assessment and cultural fairness funded by the Qld IECB, and a curriculum project based in Solomon Islands.
In 2014 she took up a level B position in the School of Education and Professional Studies at Griffith University on the Gold Coast.
In 2008 Annette moved to QUT as a senior lecturer. She was promoted to associate Professor in 2012, and Professor in 2016.
Publications
- Somerville, M., Woods, A., Duhn, I., Rautio, P., Powell, S., McConnell-Imbriotis, A. & Galvez, S. (2021). Big data: And the micropolitics of entanglement in the Earth’s becoming. International Journal of Qualitative Studies in Education, 34(4), 277–294. https://eprints.qut.edu.au/199985
- Baroutsis, A. & Woods, A. (2019). Materialities, multiliteracies and makerspaces: design-based experiments in teacher/researcher collaborations. In J. Rowsell, G. Falloon & N. Kucirkova (Eds.), The Routledge international handbook of learning with technology in early childhood (Routledge International Handbooks of Education) (pp. 248–264). Routledge. https://eprints.qut.edu.au/115551
- Baroutsis, A., Kervin, L., Woods, A. & Comber, B. (2019). Understanding children's perspectives of classroom writing practices through drawings. Contemporary Issues in Early Childhood, 20(2), 177–193. https://eprints.qut.edu.au/112751
- Comber, B. & Woods, A. (2018). Pedagogies of belonging in literacy classrooms and beyond: What's holding us back? In C. Halse (Ed.), Interrogating belonging for young people in schools (pp. 263–281). Palgrave Macmillan. https://eprints.qut.edu.au/214405
- Alford, J. & Woods, A. (2017). Constituting 'at risk' literacy and language learners in teacher talk: Exploring the discursive element of time. Australian Journal of Language and Literacy, 40(1), 7–15. https://eprints.qut.edu.au/100048
- Comber, B. & Woods, A. (2016). Literacy teacher research in high-poverty schools: Why it matters. In J. Lampert & B. Burnett (Eds.), Teacher education for high poverty schools [Education, Equity, Economy, Volume 2] (pp. 193–210). Springer. https://eprints.qut.edu.au/93615
- Henderson, R. & Woods, A. (2016). Exploring literate lives: Returning to the field. Anthropology and Education Quarterly, 47(2), 203–212. https://eprints.qut.edu.au/93728
- Dezuanni, M. & Woods, A. (2014). Developing media production skills for literacy in a primary school classroom: Digital materials, embodied knowledge and material contexts. In G. Barton (Ed.), Literacy in the arts: Retheorising learning and teaching (pp. 143–160). Springer. https://eprints.qut.edu.au/61599
- Woods, A., Dooley, K., Luke, A. & Exley, B. (2014). School leadership, literacy and social justice: The place of local school curriculum planning and reform. In I. Bogotch & CM. Shields (Eds.), International Handbook of Educational Leadership and Social (In)Justice [Springer International Handbooks of Education, Volume 29] (pp. 509–520). Springer. https://eprints.qut.edu.au/52051
- Exley, B., Woods, A. & Dooley, K. (2014). Thinking critically in the land of princesses and giants: The affordances and challenges of critical approaches in the early years. In J. Avila & J. Zacher Pandya (Eds.), Moving critical literacies forward: A new look at praxis across contexts (pp. 59–70). Routledge. https://eprints.qut.edu.au/57093
QUT ePrints
For more publications by Annette, explore their research in QUT ePrints (our digital repository).
Awards
- Type
- Appointment to Prestigious Positions
- Reference year
- 2016
- Details
- President of AAREAwarded the position of AARE President.Term involves2016 - President Elect2017-2018 - President2019 - Immediate Past President
- Type
- Appointment to Prestigious Positions
- Reference year
- 2016
- Details
- Appointment to the AARE Executive via membership vote for 2013-2014 term
- Type
- Editorial Role for an Academic Journal
- Reference year
- 2016
- Details
- Special Issue Editor with Noella McKenzie and Sandra Wong. Social Justice in early years education: Practices and understandings. CIEC 14(4)
- Type
- Membership of a Statutory Committee
- Reference year
- 2015
- Details
- Membership of Committee to provide advice to the QCAA Board on all things related to the primary years of education in Queensland
Selected research projects
- Title
- Naming the World: Early Years Literacy and Sustainability Learning
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP160101008
- Start year
- 2016
- Keywords
- Title
- Learning to write: A socio-material analysis of text production
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP150101240
- Start year
- 2015
- Keywords
- Literacy; Writing; New Technologies
- Title
- Digital Learning and Print Literacy: A Design Experiment for the Reform of Low Socio-economic, Culturally Diverse Schools.
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP0990289
- Start year
- 2009
- Keywords
- Literacy; Digital Literacies; Pedagogy; Media Arts; Primary Education
- Title
- What Teachers Do With The Official Curriculum: A Quantitative Study Of Factors Influencing The Curriculum-In-Use
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP0989526
- Start year
- 2009
- Keywords
- curriculum; syllabus; teacher development; professional development
- Title
- The Development of a Values Approach to School Renewal
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- LP0882566
- Start year
- 2008
- Keywords
- School Renewal; School Profiling; Design Experiment; Values Educaion; Sociocultural Inquiry; Collective Identity
Projects listed above are funded by Australian Competitive Grants. Projects funded from other sources are not listed due to confidentiality agreements.
Supervision
Current supervisions
- How does caring matter? The education pathways of young people affected by poverty
PhD, Principal Supervisor
Other supervisors: Adjunct Associate Professor Jennifer Alford - Metalanguage and Literacy education in Queensland school contexts
Professional Doctorate, Principal Supervisor
Other supervisors: Dr Stacey Campbell
Completed supervisions (Doctorate)
- Governing Civil Society: How Literacy, Education and Security Were Brought Together (2015)
- Narrative, Education Policy and the Newsprint Media: A Critical Discourse Analysis of the Construction of Young People's Participation in Education or Employment (2013)
- THE SPIRIT OF THE FLAME Spiritual leadership of four Indigenous Australian school leaders: Dreaming Australia (2010)
Completed supervisions (Masters by Research)
- Torres Strait Islander Students' Experiences Transitioning From Various Locations to Brisbane to Undertake University Studies (2020)
- Young Children's Participation in the Organisation of the Early Learning Space (2019)
- A Socially Just Rationale for an Australian Curriculum?: A critical thematic policy analysis of political speeches in education (2007 - 2010) (2013)