Select Publications

Books

Stevenson J; Baker S, 2018, Refugees in Higher Education Debate, Discourse and Practice, Emerald Group Publishing

Book Chapters

Lenette C; Baker S; Hirsch A, 2019, 'Systemic policy barriers to meaningful participation of students from refugee and asylum seeking backgrounds in Australian higher education: Neoliberal settlement and language policies and (deliberate', in McBrien J (ed.), Educational Policies and Practices of English-Speaking Refugee Resettlement Countries, pp. 88 - 109

Baker S, 2018, 'Transition in students' reading and writing: The case of a-levels to University in the UK', in Studies in Writing, pp. 11 - 46, http://dx.doi.org/10.1163/9789004348905-003

Baker S; Cremin T, 2016, 'Teachers' identities as writers: Teacher, support staff and pupil accounts of the role of emotion in the writing classroom', in Writer Identity and the Teaching and Learning of Writing, pp. 98 - 114, http://dx.doi.org/10.4324/9781315669373

Journal articles

Nayton C; Baker S, 2019, 'Ethics and consent in settlement service delivery', Forced Migration Review, vol. 61, pp. 26 - 27, https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/ethics/nayton-baker.pdf

Baker S; Irwin E; Taiwo M; Singh S; Gower S; Dantas J, 2019, 'Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', REVIEW OF EDUCATION, vol. 7, pp. 5 - 32, http://dx.doi.org/10.1002/rev3.3133

Baker S; Irwin E; Taiwo M; Singh S; Gower S; Dantas J, 2019, 'Context and Implications Document for: Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', REVIEW OF EDUCATION, vol. 7, pp. 33 - 35, http://dx.doi.org/10.1002/rev3.3142

Baker S; Ramsay G; Lenette C, 2019, 'Students from Refugee and Asylum Seeker Backgrounds and Meaningful Participation in Higher Education: From Peripheral to Fundamental Concern', Widening Participation and Lifelong Learning, vol. 21, pp. 4 - 19, http://dx.doi.org/10.5456/wpll.21.2.4

Baker S; Irwin E; Freeman H, 2019, 'Wasted, manipulated and compressed time: adult refugee students’ experiences of transitioning into Australian higher education', Journal of Further and Higher Education, http://dx.doi.org/10.1080/0309877X.2019.1586849

Ramsay G; Baker S, 2019, 'Higher education and students from refugee backgrounds: A meta-scoping study', Refugee Survey Quarterly, vol. 38, pp. 55 - 82, http://dx.doi.org/10.1093/rsq/hdy018

Baker S; Bangeni B; Burke R; Hunma A, 2019, 'The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study', Higher Education Research and Development, vol. 38, pp. 142 - 156, http://dx.doi.org/10.1080/07294360.2018.1540554

Thapliyal N; Baker S, 2018, 'Research with former refugees Moving towards an ethics in practice', AUSTRALIAN UNIVERSITIES REVIEW, vol. 60, pp. 49 - 56, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000441591700006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Baker S; Irwin E; Freeman H; Nance S; Coleman J, 2018, 'Building cultural and linguistic bridges: Reflections on a program designed to support adult students from refugee backgrounds' transitions into university', JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, vol. 12, pp. A64 - A80, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000444913600006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Irwin E; Baker S; Carter B, 2018, 'What 'counts' as numeracy preparation in enabling education programs? Results of a national audit', JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, vol. 12, pp. A141 - A155, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000444913600011&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Baker S, 2018, 'Shifts in the treatment of knowledge in academic reading and writing: Adding complexity to students’ transitions between A-levels and university in the UK', Arts and Humanities in Higher Education, vol. 17, pp. 388 - 409, http://dx.doi.org/10.1177/1474022217722433

Burke R; Thapliyal N; Baker S, 2018, 'The weaponisation of language: English proficiency, citizenship and the politics of belonging in Australia', Journal of Critical Thought and Praxis, vol. 7, pp. 84 - 102, http://dx.doi.org/10.31274/jctp-180810-107

Baker S; Ramsay G; Irwin E; Miles L, 2018, '’Hot’, ’Cold’ and ’Warm’ supports: Towards theorising where refugee students go for assistance at university', Teaching in Higher Education, vol. 23, pp. 1 - 16, http://dx.doi.org/10.1080/13562517.2017.1332028

Baker S; Stirling E, 2016, 'Liminal spaces, resources and networks Facebook as a shaping force for students' transitions into higher education', LEARNING AND TEACHING-THE INTERNATIONAL JOURNAL OF HIGHER EDUCATION IN THE SOCIAL SCIENCES, vol. 9, pp. 42 - 65, http://dx.doi.org/10.3167/latiss.2016.090203

Baker S, 2016, 'Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings, practices and discourses', Assessment and Evaluation in Higher Education, vol. 42, pp. 18 - 36, http://dx.doi.org/10.1080/02602938.2015.1082174

Baker S; Irwin E, 2016, 'Core or periphery? The positioning of language and literacies in enabling programs in Australia', Australian Educational Researcher, vol. 43, pp. 487 - 503, http://dx.doi.org/10.1007/s13384-016-0211-x

Baker S; Brown BJ; Williams E, 2014, 'Illuminating a Resilient Rural Culture in Twentieth Century Y Fro Gymraeg Using Bourdieu's Bearn', Sociologia Ruralis, vol. 54, pp. 40 - 56, http://dx.doi.org/10.1111/soru.12032

Cremin T; Baker S, 2014, 'Exploring the discursively constructed identities of a teacher-writer teaching writing', English Teaching, vol. 13, pp. 30 - 55

Baker S, 2013, 'Transitions and shifting understandings of writing: Building rich pictures of how moving from school to university is experienced through exploration of students' discourses of writing', JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, vol. 7, pp. A35 - A49, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000215146000005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Baker S, 2013, 'Conceptualising the use of Facebook in ethnographic research: As tool, as data and as context', Ethnography and Education, vol. 8, pp. 131 - 145, http://dx.doi.org/10.1080/17457823.2013.792504

Brown B; Baker S; Day G, 2011, 'Lives Beyond Suspicion: Gender and the Construction of Respectability in Mid-twentieth Century Rural North Wales', Sociologia Ruralis, vol. 51, pp. 370 - 386, http://dx.doi.org/10.1111/j.1467-9523.2011.00544.x

Cremin T; Baker S, 2010, 'Exploring teacher-writer identities in the classroom: Conceptualising the struggle', English Teaching, vol. 9, pp. 8 - 25

Baker S; Brown B, 2009, 'Harbingers of feminism? Gender, cultural capital and education in mid-twentieth-century rural Wales', Gender and Education, vol. 21, pp. 63 - 79, http://dx.doi.org/10.1080/09540250802215250

Baker S; Brown BJ, 2008, 'Habitus and homeland: Educational aspirations, family life and culture in autobiographical narratives of educational experience in rural wales', Sociologia Ruralis, vol. 48, pp. 57 - 72, http://dx.doi.org/10.1111/j.1467-9523.2008.00449.x

Baker S; Brown B, 2007, 'Images of excellence: Constructions of institutional prestige and reflections in the university choice process', British Journal of Sociology of Education, vol. 28, pp. 377 - 391, http://dx.doi.org/10.1080/01425690701253455

Baker S; Brown BJ; Fazey JA, 2006, 'Mental health and higher education: Mapping field, consciousness and legitimation', Critical Social Policy, vol. 26, pp. 31 - 56, http://dx.doi.org/10.1177/0261018306059765

Baker S; Williams B; Jones D; Fazey J, 2001, 'The Pendine pathways project in the independent sector.', Nursing standard (Royal College of Nursing (Great Britain) : 1987), vol. 15, pp. 41 - 42, http://dx.doi.org/10.7748/ns2001.03.15.28.41.c3004

Baker S; Irwin E, 'Disrupting the dominance of ‘linear pathways’: how institutional assumptions create ‘stuck places’ for refugee students’ transitions into higher education', Research Papers in Education, pp. 1 - 21, http://dx.doi.org/10.1080/02671522.2019.1633561

Conference Papers

Baker S; Irwin E, 2015, 'Students’ reading and writing ‘in transition’: what lessons can be learnt from a case study of A-levels to university transitions to help enabling educators to ‘bridge the gap’ into undergraduate stud', in Nelson K; Field R (eds.), UniSTARS 2015: Students Transitions Achievement Retention & Success, UniSTARS 2015: Students Transitions Achievement Retention & Success, Melbourne, pp. 1 - 11, presented at UniSTARS 2015: Students Transitions Achievement Retention & Success, Melbourne, 01 - 04 July 2015, http://unistars.org/papers/STARS2015.pdf

Reports

Baker S; Lenette C, 2019, Australian OUR forum (Project Eucalyptus) Collaborate, Create & Change: Post-Forum Report, https://apo.org.au/node/222161

Hartley L; Fleay C; Baker S; Burke R; Field R, 2018, People seeking asylum in Australia: Access & support in higher education, Curtin University, Perth, https://www.ncsehe.edu.au/publications/people-seeking-asylum-in-australia-access-and-support-in-higher-education/

Irwin E; Baker S; Carter B, 2018, A national stocktake of numeracy provision in enabling courses in Australian Higher Education: Final Report, Association for Academic Language and Learning, ID: 15/3)

Baker S; Irwin E, 2015, A national audit of academic literacies provision in enabling courses in Australian Higher Education (HE) Report compiled for the Association of Academic Language & Learning, Association for Academic Language & Learning, Association for Academic Language and Learning, http://www.aall.org.au/sites/default/files/Baker-Irwin_AALL-report-final_project_2014-2-1.pdf

Media

Baker S; Lenette C, 2019, Higher English entry standards for international students won’t necessarily translate to success, https://theconversation.com/higher-english-entry-standards-for-international-students-wont-necessari

Baker S; Dantas J, 2018, Universities need to do more to support refugee students, http://theconversation.com/universities-need-to-do-more-to-support-refugee-students-97185

Baker S; Burke R, 2017, English language bar for citizenship likely to further disadvantage refugees, The Conversation, Australia, https://theconversation.com/english-language-bar-for-citizenship-likely-to-further-disadvantage-refugees-76520

Baker S; Ramsay G, 2016, How students from non-English-speaking backgrounds learn to read and write in different ways, The Conversation, Australia, https://theconversation.com/how-students-from-non-english-speaking-backgrounds-learn-to-read-and-write-in-different-ways-59910


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