MARGARET SOMERVILLE PUBLICATIONS 4 February 2019 Scholarly books Somerville, M. (2020). Riverlands of the Anthropocene: Walking our waterways as places of becoming. London: Routledge. Somerville, M. & Green, M. (2015). Children, place and sustainability. London: Palgrave Macmillan. Somerville, M. (2013). Water in a dry land: Place-learning through art and story. Innovative Ethnography Series. London and New York: Routledge. Somerville, M., Davies, B., Power, K., Gannon, S. & de Carteret, P. (2011). Place pedagogy change. Netherlands: Sense Publishing. Somerville, M. & Perkins, T. (2010). Singing the coast: Place and identity in Australia. Canberra, ACT: Aboriginal Studies Press. Somerville, M., Power, K., & de Carteret, P. (2009). Landscapes and learning: Place studies for a global world. Netherlands: Sense Publishing. Billett, S. Fenwick, T. & Somerville, M. (2006). Work, Subjectivity and Learning: Understanding learning through working life. Netherlands: Springer. Somerville, M. (2004). Wildflowering: the life and place of Kathleen McArthur. St. Lucia, UQP. Somerville, M. (1999). Body landscape journals. Melbourne, Australia: Spinifex Press. Somerville, M., Dundas, M., Mead, M., Robinson, J. and Sulter, M., (1994) The sun dancin' : people and place in Coonabarabran. Aboriginal Studies Press. ISBN 085575253X (pbk.) Cohen, P. & Somerville, M. (1990) Ingelba and the Five Black Matriarchs North Sydney: Allen & Unwin Book chapters Somerville, M., McGavock, T. & Stephensen, K. (2019). Becoming bird: creative pedagogies for future-making education. Ch2, pp 36-51 in Colucci-Gray. L. & Barnard, P. (Eds). Why science and art creativities matter. Re-Configuring STEAM for future-making education, the Netherlands Brill Publishing. Somerville, M. (2019). Posthuman theory and practice in early years learning. In A. Cutter-Mackenzie, K. Malone, & E. Barrett Hacking, (Eds.), Research handbook on childhoodnature: Assemblages of childhood and nature research. Cham: Springer. Somerville, M. & Powell, S. (2019). Researching with children of the Anthropocene: A new paradigm? In V. Reyes, J. Charteris, A. Nye & S. Mavropoulou, S. (Eds.), 1 Educational research in the age of the Anthropocene: Chronology, context and contestability (pp. 14-35). IGI Global. Cole, D. & Somerville, M. (2018). Thinking school curriculum through Country with Deleuze: A process based synthesis. In C. Naughton, (Ed.), Art, artists and philosophy of education, (pp. 71-83). London and New York: Routledge. Somerville, M. (2018). Schools as sites of advanced capitalism: Reading radical inequality radically. In W. Sawyer, & S. Gannon, (Eds.), Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities (pp. 257-265). London & New York: Routledge. Somerville, M. & Crinall, S. (2018). Intergenerational bodies: Women’s knowledge production in supervisory relations. In A. Black, & S. Garvis, (Eds.), Women activating agency in academia: Metaphors, manifesto and memoir (pp. 54-67). London & New York: Routledge. 9781138551138 Davies, B., Somerville, M. & Claiborne, L. (2017). Feminist poststructuralisms and the neoliberal university. In N. Denzin & M. Giardina (Eds.), Qualitative inquiry in neoliberal times (pp.87-103). New York: Routledge. Somerville, M. (2017). (Becoming-with) water as data. In M. Koro-Ljungberg, T. Loyonten, & M. Tesar (Eds.), Disrupting data in qualitative inquiry: Entanglements with the post-critical and post-Anthropocentric. (pp.35-48). New York: Peter Lang. https://doi.org/10.3726/b11070 Somerville, M. (2017). The Anthropocene’s call to educational research. In K. Malone, S. Truong, & T. Gray, (Eds.), Reimagining sustainability in precarious times (pp. 17-28). Singapore: Springer. Somerville, M. (2016). Environmental and sustainability education: A fragile history of the present. In D. Wyse, L. Hayward & J. Pandya, (Eds.), The Sage Handbook of curriculum, pedagogy and assessment (pp. 506-522). Los Angeles, London, California, New Delhi, Singapore: Sage Publications. Somerville, M. (2016). Theories of globalisation and planetary sustainability. In D.R. Cole & C. Woodrow (Eds.), Super dimensions in globalisation and education (pp. 91-109). Singapore: Springer. Somerville, M. & Bodkin, F. (2016). Featherlines: Becoming human differently with earth others. In A.B. Reinertsen, (Ed.), Becoming earth: A posthuman turn in educational discourse collapsing nature/culture divides (pp.66-83). Rotterdam, Boston, Taipei: Sense Publishers. ISBN: 978-94-6300-428-2 Power, K. & Somerville, M. (2015). The fence as technology of (post)colonial childhood in contemporary Australia. In V. Pacini-Ketchabaw, & A. Taylor (Eds.), Unsettling the colonial spaces and places of early childhood education (pp. 63-79). New York: Routledge. 2 Somerville, M. (2015). Deep mapping connections to country. In K. Gibson, D. B. Rose, & R. Fincher (Eds.), Manifesto for living in the Anthropocene (pp.117- 122). Punctum Books. Somerville, M. & Vella, K. (2015). Sustaining the change agent: Bringing the body into language in professional practice. In B. Green & N. Hopwood (Eds.), The body in professional practice, learning and education (pp. 37-52). Netherlands: Springer. D’warte, J. & Somerville, M. (2014). Language mapping: Researching marginalized students’ everyday language and literacy practices. In S. Gannon & W. Sawyer (Eds.), Contemporary issues of equity in education (pp. 55-68). UK: Cambridge Scholars. Somerville, M. (2014). Creative collaborations in the contact zone. In K. Barney (Ed.), Collaborative Ethnomusicology: New approaches to music research between Indigenous and Non-Indigenous Australians (pp.9-24). Melbourne: Lyrebird Press. Somerville, M. (2014). Professional learning for planetary sustainability: Thinking through country. In T. Fenwick & M. Nerland (Eds.), Reconceptualising professional learning: Sociomaterial knowledges, practices, and responsibilities (pp. 213-227). London: Routledge. Somerville, M. (2013). Singing the coast: Writing place and identity in Australia. In J.T. Johnson and S. Larson. (Eds.), A deeper sense of place (pp. 41-54). Oregon: Oregon State University Press. Somerville, M. (2013). Thinking through country: New literate practice for a sustainable world. In M. Corbett & B. Green (Eds.), Rural Education and Literacies Research: Transnational Perspectives (pp. 179-196). London and New York: Routledge. Somerville, M. (2012). Textual genres and the question of representation. In S. Delamont (Ed.), The Edward Elgar Handbook of qualitative research in education (pp. 533-541). Cheltenham, Camberley, UK & Northampton, MA, US: Edward Elgar Publishing. Somerville, M. (2012). The critical power of place. In G. S. Cannella & S. Steinberg, (Eds.), Critical qualitative research reader (pp. 67-81). New York: Peter Lang. Somerville, M. (2012). Art, community and knowledge flows. In T. Fenwick & L. Farrell (Eds.), Knowledge mobilisation and educational research: Politics, languages, responsibilities (pp. 86-99). London and New York: Routledge. Somerville, M. (2009). Transforming pedagogies of water. In M. Somerville, K. Power & P. de Carteret (Eds.), Landscapes and learning: Place studies for a global world (pp. 207-224). Netherlands: Sense Publishing. 3 Somerville, M., Power, K., & de Carteret, P. (2009). Introduction: Place studies for a global world. In M. Somerville, K. Power & P. de Carteret (Eds.), Landscapes and learning: Place studies for a global world (pp.3-20). Netherlands: Sense Publishing. Somerville, M., with Marshall, C., Barker, L. & Bates, B. (2008). Flows and intensities: Travelling water stories in inland Australia. In A. Mayne (Ed.), Beyond the Black Stump: Histories of outback Australia (pp.305-328). Adelaide, SA: Wakefield Press. Davies, B., Browne, J., Gannon, S., Honan, E., & Somerville, M. (2006). Embodied women at work in neo-liberal times and places. In B. Davies & S. Gannon (Eds), Doing collective biography. (pp. 61-78). Berkshire/New York. Open University Press: McGraw-Hill Education Davies, B., Browne, J., Gannon, S., Honan, E., & Somerville, M. (2006). Truly wild things': Interruptions to the disciplinary regimes of neo-liberalism in (female) academic work. In B. Davies & S. Gannon (Eds.), Doing collective biography (pp. 79-87). Berkshire/New York. Open University Press: McGraw-Hill Education Somerville, M. (2006). Subjected bodies or embodied subjects? In S. Billett, T. Fenwick & M. Somerville (Eds.), Work, subjectivity and learning: Understanding learning through working life (pp. 37-51). Netherlands: Springer. 9781402053597 Somerville, M. (2006). Work, subjectivity and learning: Prospects and issues. In S. Billett, T. Fenwick & M. Somerville (Eds.), Work, subjectivity and learning:Understanding learning through working life (pp. 247-265). Netherlands: Springer. Somerville, M. (2006). Gender perspectives in workplace learning. In G. Castleton, R. Gerber & H. Pillay (Eds.), Improving workplace learning: Emerging international perspectives (pp. 47-62). New York: Nova Science Publishers. Minichiello, V., Somerville, M., McConaghy, C., McParlane, J., & Scott, A. (2005). The Challenges of ageism. In V. Minichiello & I.Coulson (Eds.), Contemporary issues in gerontology: Promoting positive ageing (pp.1-33). London: Routledge. Refereed journal articles Cole, D. R. & Somerville, M. (2020) The affect(s) of literacy learning in the mud, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2020.1818183 Somerville, M., Powell, S., & Trist, N. (2019). Being-Country in urban places: naming the world through Australian Aboriginal pedagogies. Journal of Childhood Studies, 44(4), 98-111. https://doi.org/10.18357/jcs444201919215. 4 Somerville, M. with Leanne Tobin and Jacinta Tobin (2019). Walking contemporary Indigenous songlines as public pedagogies of Country, 13-27, Journal of Public Pedagogies: Special Issues, Walking Lab. Chew, M., Maheshwari, B. and Somerville, M. (2019) Photovoice for understanding groundwater management issues and challenges of villagers in Rajasthan, India. Groundwater for Sustainable Development, 8, 134-143, April. Crinall, S. & Somerville, M. (in press, 2019). Informal environmental learning: Children/ water/ dirt in everyday life as artful sustenance. Environmental Education Research, (Accepted 22 August, 2018). Powell, S. J. & Somerville, M. (2018). Drumming in excess and chaos: Music, sound, literacy and sustainability in early years learning. Journal of Early Childhood Literacy, 1-23, https://doi.org/10.1177/1468798418792603 Somerville, M. (2018). Anthropocene’s time. Educational Philosophy and Theory, 50(14), pp.1597–1598 https://doi.org/10.1080/00131857.2018.1461428 Somerville, M. & Powell, S. (2018). Thinking posthuman with mud: and children of the Anthropocene. Journal of Educational Philosophy and Theory, doi: 10.1080/00131857.2018.1516138 Somerville, M. (2018). Education research for the Anthropocene: the (micro)politics of researcher becoming (2017 Radford Lecture). Australian Educational Researcher, 45(3)DOI: 10.1007/s13384-018-0281-z Hackett, A. & Somerville, M. (2017). Post-human literacies: Young children moving in time, place and more-than-human worlds. Journal of Early Childhood Literacy, 17(3), 374-391. Somerville, M. (2017). Thinking critically with children of the Anthropocene: (Un)learning the subject in qualitative and postqualitative inquiry. International Review of Qualitative Research, 10(4), 395-410. DOI: 10.1525/irqr.2017.10.4.395 Somerville, M. & Hickey, S. (2017). Between Indigenous and non-Indigenous: Urban/nature/child pedagogies. Environmental Education Research, 23(10), 1427-1439. doi: 10.1080/13504622.2017.1325451 Somerville, M. (2016). The posthuman I: Encountering data in new materialism. International Journal of Qualitative Studies in Education, 29(9), 1161-1172. doi.org/10.1080/09518398.2016.1201611 Somerville, M. (2016). Queering place: The intersection of feminist body theory and Australian Aboriginal collaboration. Review of Education, Pedagogy, and Cultural Studies, 38(1), 14-28. 5 Green, M. & Somerville, M. (2015). Sustainability education: Researching practice in primary schools. Environmental Education Research, 21(6), 832-845. Somerville, M. & Williams, C. (2015). Sustainability education in early childhood: An updated review of research in the field. Contemporary Issues in Early Childhood, 16(2), 102-117. Somerville, M. (2014). Entangled objects in the cultural politics of childhood and nation. Global Studies of Childhood, 4(3): 183-194. Somerville, M. (2014). Developing relational understandings of water through collaboration with indigenous knowledges. WIREs Water, 1(4), 401-411. Somerville, M. & D’warte, J. (2014). Researching children’s linguistic repertoires in globalized classrooms. Knowledge Cultures: A Multidisciplinary Journal, 2(4), 133-151. Somerville, M. (2013). The nature/cultures of children’s place learning maps. Global Studies of Childhood, 3(4), 407-417. Somerville, M. (2013). The ‘placetimemattering’ of aspiration in the Blacktown Learning Community. Critical Studies in Education, 54(3), 231-244.( Somerville, M. (2013). Place, storylines and the social practices of literacy. Literacy, 47(1), 10-16. Devos, A. & Somerville, M. (2012). What constitutes doctoral knowledge? Issues of power and subjectivity in doctoral examination. Australian Universities’ Review, 54(1), 47-54. Green, M. and Somerville, M. (2012) Place matters: Pedagogies of food, ecology and design. Environmental Education Research 19(2), 1-2. DOI: 10.1080/13504622.2012.697546 Power, K., & Somerville, M. (2012). Space, place and body: Temporary coalitions, nodes in a network [Guest editorial]. Reconceptualizing Educational Research Methodology, 3(2), 1-6. Somerville, M. & Green, M. (2012). Mapping sustainability initiatives across a region: An innovative survey approach. Australian Journal of Environmental Education, 28(2), 65-77. Somerville, M. & Rennie, J. (2012). Mobilising community: Place, identity formation and new teachers learning. Discourse: Studies in the Cultural Politics of Education, 33(2), 193-206. Somerville, M. & Green, M. (2011). A pedagogy of ‘organised chaos’: Ecological learning in primary schools. Invited contribution to Special Edition of Children Youth and Environment, ‘Place-based learning: connecting children, youth and their communities’, 20(1), 14-34. 6 Somerville, M., Plunkett, M. & Dyson, M. (2010). New teachers learning in rural and regional Australia. Asia Pacific Journal of Teacher Education, 38(1), 39-55. Tomaney, J. & Somerville, M. (2010). Climate change and regional identity in Latrobe Valley, Victoria. Australian Humanities Review, 49(1), 29-47. Retrieved from https://search-proquest.com.ezproxy.uws.edu.au/docview/814872575? accountid=36155 Somerville, M. (2010). A place pedagogy for ‘global contemporaneity’. Journal of Educational Philosophy and Theory, 42(3), 326-344. Somerville, M. (2008). Editorial, Guest Editor, Special Edition Emergent methodologies. ‘Waiting in the chaotic place of unknowing’: Articulating postmodern emergence. International Journal of Qualitative Studies in Education, 21(3), 209-220. Somerville, M. (2008). Rethinking literacy as a process of translation. Australian Journal of Language and Literacy, 32(1), 9-21. Abrahamsson, L. & Somerville, M. (2007). Changing Storylines and masculine bodies in Australian coal mining organisations. Nordic Journal of Masculinity Studies, 2(1), 52-69. Somerville, M. (2007). Place literacies. Australian Journal of Literacy and Language, 30(2), 149-164. Somerville, M. (2007). Postmodern emergence. International Journal of Qualitative Studies in Education, 20(2), 225-243. Lloyd, A, & Somerville, M. (2006). Working Information. Journal of Workplace Learning, 18(3), 186-198. Somerville, M. (2006). Becoming worker: vocational training for aged care workers. Journal of Vocational Education and Training, Special Issue, Gender Matters: Perspectives on women, work and training, 58(4), 471-481. Somerville, M. & Lloyd, A. (2006). Codified knowledge and embodied learning: the problem of safety training. Studies in Continuing Education, 28(3), 279-289. Beck, W & Somerville, M. (2005). Conversations between disciplines: historical archaeology and oral history at Yarrawarra, World Archaeology, 37:3, 468- 483, DOI: 10.1080/00438240500204403 Davies, B. Browne, J. Gannon, S. Honan, E. & Somerville, M. (2005). Embodied women at work in neoliberal times and places. Gender, Work and Organization, 12(4), 343-362. Somerville, M. (2005). Working culture: Expanding notions of workplace cultures and learning at work. Pedagogy, Culture and Society, 13(1), 5-27. 7 Somerville, M. & Perkins, T. (2005). (Re)membering in the contact zone: Telling, and listening to, a massacre story. Altitude, http://www.api-network.com/cgi- bin/altitude21c/fly. Billett, S. & Somerville, M. (2004). Transformations at work: Identity and learning. Studies in Continuing Education, 26(2), 309-326. Probyn, F. & Somerville, M. (2004). Towards a postcolonial practice of writing. Hecate, 30(1), 56-71. Somerville, M. (2004). Tracing bodylines: The body in feminist poststructural research. International Journal of Qualitative Studies in Education, 17(1), 47-65 Somerville, M. & McConnell-Imbriotis, A. (2004). Applying the learning organisation concept in a resource squeezed service organization. Journal of Workplace Learning, 16(4), 237 – 248. Somerville, M. & Perkins, T. (2003). Border work in the contact zone: Thinking Indigenous/non-indigenous collaboration spatially. Journal of Intercultural Studies, 24(3), 253-266. Somerville, M. & Abrahamsson, L. (2003). Trainers and learners constructing a community of practice: Masculine work cultures and learning safety in the mining industry. Studies in the Education of Adults, 35(1), 19-34, doi: 10.1080/02660830.2003.11661472 Beck, W. & Somerville, M. (2002). Embodied places in Indigenous ecotourism: The Yarrawarra research project. Australian Aboriginal Studies 2(2), 4-13. Somerville, M. (2002). Learning potentials and limitations under globalisation in aged care workplaces. Journal of Workplace Learning, 14(2), 68-75. https://doi.org/10.1108/13665620210419310 Somerville, M., & Hartley, L. (2000). Eating place: Postcolonial explorations of embodiment and place. Journal of Intercultural Studies 21(3), 353-364. Somerville, M. (1997). Workplace Literacy and Power: Preliminary Investigations. Literacy and Numeracy Studies, 7(1), 89-102. Somerville, M. (1991). Life (Hi)story Writing: The Relationship Between Talk and Text. Australian Feminist Studies 5(12), 29-42. Conference publications Powell, S. J. & Somerville, M. (2018). Drumming in excess and chaos: New possibilities for literacy and sustainability learning in early years. Literacies, Language and Materialities symposium, ESRI, Manchester Metropolitan University, April 25-26, 2018. 8 Somerville, M. (2018) Animal bags and the vibrancy of life: Posthuman theorising and practice in early years learning. In K. Malone (Chair) Animal relations in Education education: awkward, uneasy human/nonhuman relations. Symposium conducted at the conference of AARE, Sydney. Somerville, M. and Powell, S. (2018) Wild stories across worlds (and humans) In A.Woods (Chair) Wildly lateral: posthuman encounters with engagement and impact. Symposium conducted at the conference of AARE, Sydney. Crinall, S. & Somerville, M. (2017) Children and road/dirt/water assemblages: Everyday life. In M. Somerville (Chair), Micro-politics in places and a search for contingent pedagogies. Symposium conducted at the conference of AARE, Canberra. Powell, S.J. & Somerville, M. (2017). Being with children: Hanging out with mud, forest and play dough. In M. Somerville (Chair), Emergent literacies for world naming. Symposium conducted at the conference of ECER, Copenhagen, Denmark. Somerville, M. & Powell, S. J. (2017). Forest: Literacy+sustainability learning. KU Children’s Services Annual Conference, International Convention Centre, Sydney, October 21. Somerville, M., Powell, S. J., Woods, A., Duhn, I. & Rautio, P. (2017). Literacy and sustainability education: Considering children in emerging pedagogies. Paper presented at the conference of ECER, Copenhagen. Somerville, M. & Woods, A. (2017). Playing around with literacy: Children imagining possibilities as they play. Paper presented at the conference of AERA, San Antonio, TX. Duhn, I., Vladimirova, A. & Somerville, M. (2016). Connecting with worlds. Paper presented in M. Somerville, (Chair) Emergent literacies for world-naming: A Deleuzian contemplation of being and becoming, Symposium presented at the conference of AARE, Melbourne. Somerville, M. & Green, M. (2012). Place and Sustainability Literacy in Schools and Teacher Education. Paper presented at Australian Association for Research in Education, Sydney, NSW. (Joint AARE APERA International Conference) Retrieved from https://files.eric.ed.gov/fulltext/ED544521.pdf Devos, A., Carteret, P. de, & Somerville, M. (2008). Collective biography methodology for sustainable places. AARE 2008: Paper presented at the International Research Conference of the Australian Association for Research in Education, Brisbane, Australia, 30 November-4 December 2008. Retrieved from https://www.aare.edu.au/publications-database.php/5617/collective-biography- methodology-for-sustainable-places 9 Somerville, M. (2008). Bubbles on the surface: a methodology of water. Paper presented at the International Conference of the Australian Association for Research in Education, Brisbane, Australia, Retrieved from https://www.aare.edu.au/publications- database.php/5768/bubbles-on-the-surface-a-methodology-of-water Somerville, M. (2007). Space and Place in Education: still speaking from the margins. Australian Association for Research in Education Annual Conference, Fremantle, WA. Somerville, M. (2007). Becoming-Frog: a primary school place pedagogy. Australian Association for Research in Education Annual Conference, Fremantle, WA. Somerville, M. (2006). An enabling place pedagogy for new teachers. Australian Association for Research in Education Annual Conference, Adelaide, SA. http://www.aare.edu.au/confpap.htm Somerville, M. (2005). Place Learning for Sustainable Futures [online]. In J. Searle, F. Beven, D.Roebuck, Vocational Learning: Transitions, Interrelationships, Partnerships and Sustainable Futures, Proceedings of the 13th Annual International Conference on Post-Compulsory Education and Training (pp. 473- 380). Gold Coast, Queensland, 5-7 December. Brisbane, QLD: Australian Academic Press. https://search.informit.com.au/browsePublication;res=IELBUS;isbn=187537860 X Somerville, M. (2005). Subject formation: transitions for new workers. Proceedings of the 13th International Conference of Post Compulsory Education and Training. Somerville, M. & Lloyd, A. (2005). Codified knowledge and embodied learning: the problem of safety training. Proceedings of the 4th International Conference on Researching Work and Learning. Sydney, NSW. Somerville, M. & Perkins, T. (2005). (Re)membering in the Contact Zone: Telling, and Listening to, a Massacre Story. Proceedings of the 4th International Conference on Researching Work and Learning, Sydney, NSW. Somerville, M. (2004). Transformation Stories: Re-generating Research in Adult Education. In Proceedings of 34th Annual Conference of Adult Learning, University of Sheffield, in C.Hunt (Ed.) Whose Story Now? (Re) generating research in adult Learning and Teaching. de Carteret, P., Edwards, H., MacKay, F., McConnell-Imbriotis, A., Nye, A., Somerville, M., & Swain J. (2003). Learning in community: The song and dance of women in the Fiery Cottage. In Proceedings of the Adult Learning Australia 44th Annual Conference, Adult Learning Australia (ALA), Adelaide. Adult Learning Australia: University of Adelaide. Other 10 Somerville, M. (2018) Methodological diversity: Interview with Margaret Somerville. D’News, Winter/Spring. American Educational Research Association. Retrieved from http://www.aera.net/Portals/38/docs/DivD/2018%20Winter%20Spring %20DNews%20v5d.pdf?ver=2018-03-28-104220-010 Somerville, M. (2017, December). Education research for the Anthropocene: The (micro) politics of researcher becoming. Radford Lecture, delivered at Annual Conference of the Australian Association of Research in Education (AARE). Canberra, ACT. Video retrieved from https://www.aare.edu.au/pages/radford- lecture.html Government reports Dollin, J., Hardiman, B. & Somerville, M. (2017, July) Cumberland Stepping Stones: Community Corridor Evaluation, Greater Western Sydney. Report by Western Sydney University for Greening Australia. https://www.iau-hesd.net/sites/default/files/documents/css_final_report_final.pdf Somerville, M. (2016). Aboriginal Parent Engagement. In Woodrow C, Somerville M, Naidoo L, & Power K. Researching parent engagement: A qualitative field study. Centre for Educational Research, Western Sydney University, Penrith, NSW, Australia. Retrieved from https://www.westernsydney.edu.au/cer/research/research_reports Hickey, S., Trist, N., Bell, D., Lee, T., Somerville, M., & Power, K. (2016). Pathways to Engagement: Aboriginal Education Officers in Their Own Words. Penrith, N.S.W.: Western Sydney University. Retrieved from https://www.westernsydney.edu.au/__data/assets/file/0018/1145124/PATHWAY S_TO_ENGAGEMENT_270916_for_CER.pdf Somerville, M., Brown, L., & Mackay, K. (2013). Our Place, Western Sydney: Stage 1: Community environmental and sustainability educators. Report to the NSW Office of Environment and Heritage. Penrith, NSW: Western Sydney University. Somerville, M., Kasbarian, A., & Brown, L. (2013). Our Place, Western Sydney: Stage 2: Community Forums. Report to the NSW Office of Environment and Heritage. Penrith, NSW: Western Sydney University. Research Reports Dollin, J. & Somerville, M. (2018) Developing local sustainability initiatives in Western Sydney. Report in Academia and Communities: Engaging for Change: Innovation in local and global learning systems for sustainability. Learning contributions of the Regional Centres of Expertize on Education for Sustainable Development. United Nations University – Institute for the Advanced Study of Sustainability (UNU-IAS). Retrieved from http://collections.unu.edu/view/UNU:6601#viewAttachments 11 Somerville, M., D'warte, J., & Sawyer, W. (2016). Building on Children's Linguistic Repertoires to Enrich Learning. Project Report for the NSW Department of Education. Kingswood, N.S.W.: Western Sydney University. Malone, K. & Somerville, M. (2015). Education for Sustainable Development: Contribution to Quality Education in Australian Schools. Report to the UNESCO Chair in Reorienting Teacher Education. Somerville, M., Dollin, J., Power, K., Gray, T., Birrell, C. and Gannon, S. (2015). Love Your Lagoons: Place-based learning and environmental action in South Western Sydney. Report to AGL Energy. Penrith, Western Sydney University. Somerville, M., D’Warte, J., & Brown, L. (2015). Mapping students’ everyday multimodal language practices in a high needs school. Kingswood, Australia: Western Sydney University. Somerville, M. & Power, K. (2015). Integrating Sustainability into Teacher Education. Report of the outcomes of the Learning and Teaching Development Grant. School of Education, Western Sydney University. Green, M., Somerville, M., & Potts, M. (2013). Place-based Education for Sustainability in Gippsland Schools: A report for participating schools and the wider school communities in Australia about the implementation of place-based sustainability curriculum. Penrith, NSW: Western Sydney University. Somerville, M., Gray, T., Reid, C., Naidoo, L., Gannon, S., & Brown, L. (2013). Student Trajectory Aspirations Research (STAR): A study of aspirations, enablers and barriers to further education in the Blacktown Learning Community. Penrith, NSW: Western Sydney University. Somerville, M., Patterson, Z., & Edwards, M. (2013). Teachers@Sustainability: A participatory action research study in place and sustainability education. Penrith, NSW: Western Sydney University. Woodrow, C., Somerville, M., Naidoo, L. & Power, K. (2016) Researching Parent Engagement: A Qualitative Field Study. Western Sydney University, in collaboration with Australian Research Alliance for Children and Youth (ARACY) DOI: 10.4225/35/5715bcdd2df24 Major exhibitions Somerville, M. & Power, K. (2016). ‘Meeting of the Waters’. Badger Bates (Paakantji), Treahna Hamm (Yorta Yorta), Daphne Wallace (Gamaroi), Leanne Tobin (Darug) and Chris Tobin (Darug). Summer Institute of the Antipodes, Western Sydney University, Australia. Somerville, M., with Badger Bates, Treahna Hamm, Chrissiejoy Marshall, and Daphne Wallace. (2010). Water in a Dry Land. Major Exhibition Albury City Regional Gallery, Albury NSW. Catalogue: Water in a Dry Land. 12 Somerville, M., with Badger Bates, Phoenix de Carteret, Treahna Hamm, Chrissiejoy Marshall, Sarah Martin and Daphne Wallace. (2008). Bubbles on the Surface 111. Major Exhibition Switchback Gallery, Gippsland, Victoria. Catalogue, Always unfinished business: of singing the country, ISBN978-0-646-50638-8. Somerville, M., with Badger Bates, Phoenix de Carteret, Treahna Hamm, Chrissiejoy Marshall, Sarah Martin and Daphne Wallace. (2007). Bubbles on the Surface 11. Major Exhibition, Switchback Gallery, Gippsland, Victoria. Catalogue, Thinking through country, DVD, Chrissiejoy Marshall and Dale Ross. Somerville, M. with Daphne Wallace and Badger Bates. (2006). Catalogue, Bubbles on the Surface: More Than a Catalogue, New England Regional Art Museum, Armidale, NSW ISBN 0-646-46762-X, Swedish language publications Abrahamsson, Lena & Somerville, Margaret (2005), ”Macho-kultur förändras i Australiens kolgruvor”. The e-journal Alba, nr 3, 2005-06-09, www.alba.nu. Abrahamsson, Lena & Somerville, Margaret (2005), ”Kolgruvearbete är inte någon macho-grej” – en studie av attityder, arbetssäkerhet och manligheter i de australiska kolgruvorna. Kvinnoforskningsnytt, nr 1 2005, Luleå University of Technology, pp. 11-22. Externally funded research projects Somerville, M., Woods, A., Duhn, I. & Rautio, P (PI). (2016-2019) Naming the world: early years literacy and sustainability learning. Australian Research Council, $278, 000. Naming the World: Project Summary For children born in the 21st century, the enmeshing of natural and human forces in the survival of the planet requires conceptual and practical innovation. Early childhood education can be a fundamental driver in this process. This ambitious international study aims to integrate literacy and sustainability to produce powerful new learning for young children. It will theorise new forms of literacy emerging in sustainability education, articulate innovative pedagogies, and inform national and international policy and practice to address 21st century learning imperatives. Naming the World: Impact statement The project will produce knowledge about new forms of literacy emerging in sustainability education as young children learn to name their 21st century worlds. Innovative teaching and learning will assist in achieving powerful outcomes in both literacy and sustainability education and develop capabilities for young children to continue to develop as future citizens and leaders of a new world order. 13
US