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REDI celebrates ARC successes
Two REDI researchers have received more than $1 million in funding from the Australian Research Council (ARC) grants program.
Dr Tebeje Molla is among 100 Australian researchers and the only education researcher to receive funding from ARC’s 2022 Future Fellowships program. Future Fellowships are awarded to mid-career researchers to support them as they undertake research in areas of national importance.
Dr Luci Pangrazio is among 200 Australian researchers funded through ARC’s Discovery Early Career Researcher Awards (DECRA) scheme. Her project is one of only three education research projects to receive a DECRA in this round of funding. These grants provide promising early career researchers with the opportunity to develop and apply their research skills in projects important to Australia.
Director of REDI, Alfred Deakin Professor Julianne Moss, said the grant success shows that REDI is a leader in education research that directly impacts our communities and a place where early and mid-career researchers can develop their skills and collaborate with world-leading teams.
“I congratulate Dr Molla and Dr Pangrazio on their funding success. Their work demonstrates REDI’s commitment to supporting high-quality research that translates into real world solutions,” Professor Moss said.
Details of the successful projects:
Dr Tebeje Molla
Improving School Engagement of African Refugee Students
This project aims to investigate the problem of school disengagement among African students from refugee backgrounds. By building new knowledge that can inform policy responses and school practices, this project contributes to improving educational attainment and integration outcomes of refugee students in Australia. The study should return tangible benefits through raising the academic outcome, economic participation, and wellbeing of students from refugee backgrounds.
Dr Luci Pangrazio
Toward data justice in Australian schools
This project will investigate the challenges raised by digital data for Australian schools. The use of digital technologies in schools has led to systematic data collection, which reconfigures schooling processes and interpersonal relationships and presents new risks to staff and students. Although there are laws in place to protect students’ rights, there are hidden consequences to using digital technologies.
This research investigates how data collection, use and disclosure is experienced and understood in schools. It will identify the role played by intermediaries, such as tech brokers, educational authorities and professional networks. Benefits include policy recommendations, protocols and guidelines for data justice in schools.
