Teaching in 2019
- as Course Coordinator and Lecturer
- as Course Coordinator and Lecturer
- as Course Coordinator and Lecturer
PhD Deakin, MA Applied Linguistics Griffith, DipSLT Massey, BA Cant, DipTch(Primary) CCE
Jae Major has taught in primary schools in New Zealand and London, and as a secondary ESOL teacher. She has worked in teacher education since 1995, teaching multicultural studies, English for speakers of other languages, and English literacy and curriculum. Jae was a senior lecturer at the University of Canterbury, College of Education before moving to Charles Sturt University, Bathurst campus in 2010. She joined Victoria University at the start of 2017 and teaches primary English literacy and English as an Additional Language courses. Jae is a very experienced teacher educator who has designed and taught numerous subjects for internal and distance students. She also supervises Masters and PhD students.
Jae is interested in diversity and difference in education. A particular focus is learners from culturally and linguistically diverse backgrounds, and who have English as an additional language. Jae is experienced in using poststructuralist approaches to research, and works in qualitative and social constructionist paradigms using ethnography, case study, and discourse analysis.
Research interests include:
- learner identities
- preparing teachers for culturally and linguistically diverse classrooms
- culturally and linguistically responsive pedagogies and TESOL
- intercultural competence in education
- literacy and language across the curriculum
- Indigenous epistemologies and methodologies
Current research projects
Innovative approaches for teaching and learning in higher education: A strategic initiative - investigates teaching and learning at Victoria University through a focus on innovative pedagogies. Faculty of Education funded project.
Integrating Science and Literacy in Inquiry-Based Learning: Designing a model to support teachers - investigates how science and literacy teaching can be effectively integrated in inquiry-based learning in culturally and linguistically diverse Year 5-8 primary classrooms. Funded with a grant from the Victoria University competitive research fund.
Language and Literacy Teaching: What Linguistic Knowledge do Teachers Need? - a document analysis of the NZC, and other documents and assessment tools related to English language and literacy teaching and learning in New Zealand schools, to identify the explicit and implicit linguistic knowledge these documents expect of teachers.
How international practicum experiences shape student attitudes towards difference and diversity – investigating the ways in which international practicum experiences affect pre-service teachers’ beliefs and understandings about culture, diversity and difference.
- Teaching for and with diversity
- Teaching English as an additional language
- Identity and subjectivities in teaching and learning
- Multilingualism and translanguaging in the classroom
- Intercultural competence in education
Current doctoral thesis students:
TRAN, Thi Dan Huyen. How a Community of Practice programme develops EFL tertiary teachers’ professional identity. First supervisor.
Myra Singh. Identity and Success in Higher Education for Aboriginal and Torres Strait Islander Students. First Supervisor (Charles Sturt University).
Louise Ohashi. Developing Foreign Language Skills Online: An Investigation of University Students’ Independent Learning Practices. First Supervisor (Charles Sturt University).
Peta Mathieu. Multilingual children in the first year of schooling: what are their English language experiences? First Supervisor (Charles Sturt University).
2017 – University Research Fund grant of $18,500 for Integrating Science and Literacy in Inquiry-Based Learning: Designing a model to support teachers research project.
2015 - Winner of an Office of Learning and Teaching Australian Award for University Teaching Citations for Outstanding Contributions to Student Learning: For building the intercultural competence of student teachers in regional Australia through provision of supported, high quality learning and teaching experiences in international mobility programs.
2014 - Recipient of Charles Sturt University (CSU), Faculty of Education Citation for Outstanding Contributions to Student Learning: For building the intercultural competence of student teachers in regional Australia through provision of supported, high quality learning and teaching experiences in international mobility programs.
2007 - Recipient of the $10,000 prestigious Graham Nuthall Classroom Research Trust Award to further doctoral research.
Wilkinson, J., Santoro, N., & Major, J. (2017). Sudanese refugee youth and educational success: The role of church and youth group in supporting cultural and academic adjustment and schooling achievement. International Journal of Intercultural Relations, doi.org/10.1016/j.ijintrel.2017.04.003
Reid, J., & Major, J. (2017). Teacher education pedagogies based on culturally relevant pedagogical approaches. In J. Clandinin and J. Husu (Eds.). International Handbook of Research on Teacher Education, (pp. 610-626)Sage.
Singh, M. & Major, J. (2017). Conducting Indigenous research in Western knowledge spaces: Aligning theory and methodology. Australian Educational Researcher. DOI:10.1007/s13384-017-0233-z
Reid, C., & Major, J. (Eds.). (2017). Global Teaching: Southern Perspectives on Working with Diversity. Series: Education Dialogues with/in the Global South. New York: Palgrave Macmillan.
Reid, C., & Major, J. (2017). Introducing global teaching and Southern perspectives. In C. Reid and J. Major (Eds.). Global Teaching: Southern Perspectives on Working with Diversity, (pp. 1 – 14). New York: Palgrave Macmillan.
Buchanan, J., Major, J., Harbon, L., & Kearney, S. (2017). Preparing teachers through international experience: A collaborative critical analysis of four Australian programs. In C. Reid and J. Major (Eds.). Global Teaching: Southern Perspectives on Working with Diversity, (pp. 167 – 188). New York: Palgrave Macmillan.
Major, J., & Santoro, N. (2016). Supervising an international teaching practicum: building partnerships in postcolonial contexts. Oxford Education Review. DOI: 10.1080/03054985.2016.1195734.
Major, J., & Ayrton, A. (2015). Personal epistemologies and pedagogical play: Changing practice in teacher education. In T Brabazon (Ed.). Play”: A Theory of Learning and Change, (pp. 183-203). Switzerland: Springer.
Major, J., & Santoro, N. (2104). ‘Sensible girls and silly boys’: What do teachers need to know about gender? Australian Educational Researcher, 41(1), 59-72.
Major, J., Wilkinson, J., Santoro, N., & Langat, K. (2013). Sudanese young people of refugee background in rural and regional Australia: social capital and education success. Australian and International Journal of Rural Education, 23(3), 95-105.
Major, J. (2012). Culturally diverse children in the classroom: hidden cultural lives. In B. Kaur (Ed.). Understanding Teaching and Learning: Classroom Research Revisited, Rotterdam: Sense Publishers, pp. 239-250.
Major, J. (2012). Changing practice in teacher education through inquiry-based learning. Wellington, NZ: Teaching and Learning Research Initiative Report, accessible at http://www.tlri.org.nz/tlri-research/research-completed/post-school-sector/shifting-conceptualisation-knowledge-and
Santoro, N. & Major, J. (2012). Learning to be a culturally responsive teacher through international study trips: transformation or tourism? Teaching Education, 23(3), 309-322.