Select Publications

Journal articles

Baker S; Irwin E, 2019, '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

Nayton C; Baker S, 2019, 'Ethics and consent in settlement service delivery', Forced Migration Review, vol. 61, pp. 26 - 27

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, pp. 1 - 14, 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

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=891bb5ab6ba270e68a29b250adbe88d1

Baker S; Bangeni B; Burke R; Hunma A, 2018, '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

Baker S; Irwin E; Dantas J; Taiwo M; Gower S; Singh S, 2018, 'Context and Implications Document for: Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', British E, http://dx.doi.org/10.1002/rev3.3142

Baker S; Irwin E; Dantas J; Taiwo M; Gower S; Singh S, 2018, 'Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', British Educational Research Journal, http://dx.doi.org/10.1002/rev3.3133

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

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://journal.aall.org.au/index.php/jall/article/view/520/292

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://journal.aall.org.au/index.php/jall/article/view/521/287

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

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. A-35 - A-49, http://journal.aall.org.au/index.php/jall/article/viewArticle/265

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

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


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