Select Publications

Journal articles

Dunwoodie K; Due C; Baker S; Newman A; Tran C, 2022, 'Supporting (or not) the career development of culturally and linguistically diverse migrants and refugees in universities: insights from Australia', International Journal for Educational and Vocational Guidance, vol. 22, pp. 467 - 490, http://dx.doi.org/10.1007/s10775-021-09506-y

Tani Bertuol M; Baker S; Higgins C; Cousins S, 2022, 'Refugees are a valuable but overlooked economic resource, and it is time to update our approach to migration', The Australian Economic Review, http://dx.doi.org/10.1111/1467-8462.12467

Berg J; Grüttner M; Baker S, 2022, 'Durable supports for refugees in higher education through resisting short-termism and organisational memory loss: illustrative cases from Australia and Germany', Journal of Higher Education Policy and Management, pp. 1 - 17, http://dx.doi.org/10.1080/1360080X.2022.2129316

Baker S; Anderson J; Burke R; De Fazio T; Due C; Hartley L; Molla T; Morison C; Mude W; Naidoo L; Sidhu R, 2022, 'Equitable teaching for cultural and linguistic diversity: exploring the possibilities for engaged pedagogy in post-COVID-19 higher education', Educational Review, vol. 74, pp. 444 - 459, http://dx.doi.org/10.1080/00131911.2021.2015293

Evans R; Baker S; Wood T, 2022, 'Expanding durable solutions for refugees: possibilities for developing education pathways in Australia', Australian Journal of Human Rights, pp. 1 - 21, http://dx.doi.org/10.1080/1323238X.2022.2131506

Heron M; Baker S; Gravett K; Irwin E, 2022, 'Scoping academic oracy in higher education: knotting together forgotten connections to equity and academic literacies', Higher Education Research and Development, http://dx.doi.org/10.1080/07294360.2022.2048635

Olliff L; Block K; Baker S; Edwards C; Tran J, 2022, 'The Australian Research on Refugee Integration Database (ARRID): a Platform and Conceptual Framework to Map, Connect and Share Knowledge', Journal of International Migration and Integration, http://dx.doi.org/10.1007/s12134-022-00949-y

Baker S; Irwin E; Hamilton E; Birman H, 2022, 'What do we know about enabling education as an alternative pathway into Australian higher education, and what more do we need to know? A meta-scoping study', Research Papers in Education, vol. 37, pp. 321 - 343, http://dx.doi.org/10.1080/02671522.2020.1849369

Burke R; Baker S; Hartley L; Field RS, 2022, 'What do we know about how women with forced migration experiences access tertiary education in resettlement contexts? A scoping study', Gender and Education, pp. 1 - 19, http://dx.doi.org/10.1080/09540253.2022.2147488

Baker S; Field R; Burke R; Hartley L; Fleay C, 2021, 'Discursive constructions of equity in Australian higher education: Imagined worlds and the case of people seeking asylum', British Educational Research Journal, vol. 47, pp. 836 - 854, http://dx.doi.org/10.1002/berj.3691

Baker S; Ulpen T; Irwin EL, 2021, 'A viable equity mechanism for all? Exploring the diversity of entry requirements and supports in Australian enabling education', Higher Education Research and Development, vol. 40, pp. 932 - 946, http://dx.doi.org/10.1080/07294360.2020.1801600

Baker S; Irwin E, 2021, 'Disrupting the dominance of ‘linear pathways’: how institutional assumptions create ‘stuck places’ for refugee students’ transitions into higher education', Research Papers in Education, vol. 36, pp. 75 - 95, http://dx.doi.org/10.1080/02671522.2019.1633561

Marey T; Baker S; Williams LA; Tzelios K, 2021, 'Equity and STEM in elite contexts: challenging institutional assumptions and critiquing student support', International Journal of Inclusive Education, http://dx.doi.org/10.1080/13603116.2021.1904016

Baker S; Field C; Lee JS; Saintilan N, 2021, 'Supporting students’ academic literacies in post-covid-19 times: Developing digital videos to develop students’ critical academic reading practices', Journal of University Teaching and Learning Practice, vol. 18, https://ro.uow.edu.au/jutlp/vol18/iss4/5/

Baker S; Due C; Karan P; Rose M, 2021, 'Teaching for diversity: university educators’ accounts of care work and emotional labour with CALD students', Teaching in Higher Education, http://dx.doi.org/10.1080/13562517.2021.2015751

Baker S; Due C; Rose M, 2021, 'Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: what do we know?', Studies in Continuing Education, vol. 43, pp. 1 - 15, http://dx.doi.org/10.1080/0158037X.2019.1683533

Burke R; Fleay C; Baker S; Hartley L; Field R, 2020, 'Facilitating access to higher education for people seeking asylum in Australia: Institutional and community responses', Refuge, vol. 36, pp. 58 - 68, http://dx.doi.org/10.25071/1920-7336.40658

Mupenzi A; Mude W; Baker S, 2020, 'Reflections on COVID-19 and impacts on equitable participation: the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education', Higher Education Research and Development, vol. 39, pp. 1337 - 1341, http://dx.doi.org/10.1080/07294360.2020.1824991

Fox A; Baker S; Charitonos K; Jack V; Moser-Mercer B, 2020, 'Ethics-in-practice in fragile contexts: Research in education for displaced persons, refugees and asylum seekers', British Educational Research Journal, vol. 46, pp. 829 - 847, http://dx.doi.org/10.1002/berj.3618

Baker S; Irwin E; Freeman H, 2020, 'Wasted, manipulated and compressed time: adult refugee students’ experiences of transitioning into Australian higher education', Journal of Further and Higher Education, vol. 44, pp. 528 - 541, http://dx.doi.org/10.1080/0309877X.2019.1586849

Burke R; Shaw E; Baker S, 2019, 'Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts', Widening Participation and Lifelong Learning, vol. 21, pp. 151 - 161, http://dx.doi.org/10.5456/wpll.21.3.151

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; 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

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

Hartley L; Baker S; Fleay C; Burke R, 2019, ''My study is the purpose of continuing my life': The experience of accessing university for people seeking asylum in Australia', Australian Universities Review, vol. 61, pp. 4 - 13, https://files.eric.ed.gov/fulltext/EJ1228238.pdf

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; 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, 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

Thapliyal N; Baker S, 2018, 'Research with former refugees Moving towards an ethics in practice', AUSTRALIAN UNIVERSITIES REVIEW, vol. 60, pp. 49 - 56, https://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000441591700006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1

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; 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

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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