Professor Sue Saltmarsh
Associate Dean Research - Faculty of Humanities, Arts, Social Sciences and Education
Biography
Professor Sue Saltmarsh is Associate Dean of Research in the Faculty of Humanities, Arts, Social Sciences and Education at the University of New England. She is an interdisciplinary researcher with a background in sociological and cultural studies of education, childhood and family violence, utilising qualitative methodologies including ethnography, social semiotics and discourse analysis. Her research is informed by theories of everyday life, violence and cultural practices, drawing in particular on the work of Michel de Certeau. She has conducted research across a range of educational contexts, including early childhood education, primary and secondary schools, universities, and community settings nationally and internationally. Her PhD on sexual violence in elite private schooling was awarded the AARE Doctoral Thesis Award for the most outstanding thesis in the field of education in Australia in its year of publication. She subsequently built on that work to consider how organisational cultures are complicit in the production of violence, and to explore issues such as organisational promotions in elite schools and in universities. Her recent work on the intersection of family violence and schooling, in 'I'm trying to tell you, this man is dangerous...and no one's listening: Family violence, parent-school engagement, and school complicity' (https://doi.org/10.1007/s13384-020-00415-7) was awarded the AER-Springer Best Paper Award in 2021. Sue has served on numerous Human Research Ethics Committees in university and hospital sectors. She has served in research leadership roles in a number of universities in Australia, and most recently was Associate Dean of Research and Postgraduate Studies in the Faculty of Education and Human Development at the Education University of Hong Kong.
Qualifications
BA(Hons), PhD (Macquarie)
Awards
2021 British Educational Research Journal Editors’ Choice Award
2021 Australian Educational Researcher – Springer Best Paper 2021
2014 Lifelong Fellow, Asia-Pacific Education Research Association
2005 Australian Association of Researchers in Education (AARE) Outstanding Doctoral Thesis Award
2005 Macquarie University Vice Chancellor’s Commendation for Academic Excellence
2001-2004 Research Award for Areas and Centres of Excellence (RAACE), Macquarie University
Primary Research Area/s
Parent-school relations; Parent-school engagement; School-related violence; Family violence and schooling; Gender and education; Childhood studies; Elite education; School and university promotions
Publications
Books and chapters
Lee, I-F., Saltmarsh, S., Yelland, N. (Eds.). (2023). Childhood, Learning & Everyday Life in Three Asia-Pacific Cities: Experiences from Melbourne, Hong Kong and Singapore. Springer. https://link.springer.com/book/9789819904853
Saltmarsh, S., Robinson, K. H., & Davies, C. (Eds.) (2012). Re/thinking school violence: Theory, gender, context. Palgrave. https://doi.org/10.1057/9781137015211
Saltmarsh, S. (2024). Sites of promotion: Analysing prospectuses, websites and experiential marketing. In M. Stacey & N. Mockler (Eds), Policy Analysis in Education: Theory and Method (pp. 90-105). Routledge. https://doi.org/10/4324/9781003353379-9
Saltmarsh, S., Lee, I-F., & Yelland, N. (2023). The Global Childhoods project: Learning and everyday life in three global cities. In I-F. Lee, S. Saltmarsh & N. Yelland (Eds.) Childhood, Learning & Everyday Life in Three Asia-Pacific Cities: Experiences from Melbourne, Hong Kong and Singapore (pp. 1-17). Springer. https://doi.org/10.1007/978-981-99-0486-0_1
Saltmarsh, S. (2023). Out and about in global cities. In I-F. Lee, S. Saltmarsh & N. Yelland (Eds.) Childhood, Learning & Everyday Life in Three Asia-Pacific Cities: Experiences from Melbourne, Hong Kong and Singapore (pp. 19-35). Springer. https://doi.org/10.1007/978-981-99-0486-0_2
Crome, J. and Saltmarsh, S. (2023). Picturing policy: Visual representations of curriculum policy in Australia, Hong Kong and Singapore. In I-F. Lee, S. Saltmarsh & N. Yelland (Eds.) Childhood, Learning & Everyday Life in Three Asia-Pacific Cities: Experiences from Melbourne, Hong Kong and Singapore (pp. 61-79). Springer. https://doi.org/10.1007/978-981-99-0486-0_4
Saltmarsh, S., Lee, I-F., & Yelland, N. (2023). Picturing educational and future success. In I-F. Lee, S. Saltmarsh & N. Yelland (Eds.) Childhood, Learning & Everyday Life in Three Asia-Pacific Cities: Experiences from Melbourne, Hong Kong and Singapore (pp. 135-153). Springer. https://doi.org/10.1007/978-981-99-0486-0_7
Saltmarsh, S. (2022). Everyday life, national crises and the practice of global childhoods. In S. Garvis and A. Hellman (Eds.), Local Childhoods in Global Times (pp. 168-187). Intellect Books. https://doi.org/10.1386/9781789386073_10
McPherson, A., & Saltmarsh, S. (2020) Bodies and affect in non-traditional learning spaces. In L. Benade & M. Jackson (Eds.), Design, Education & Pedagogy (pp. 62-71). Routledge. https://www.routledge.com/Design-Education-and-Pedagogy/Benade-Jackson/p/book/9780367456894
Saltmarsh, S. (2017). Michel de Certeau, everyday life and education policy. In K. Gulson and A. Metcalfe (Eds.), Education Policy Analysis for a Complex World: Poststructural Possibilities (pp. 38-54). Routledge. https://www.routledge.com/Education-Policy-Analysis-for-a-Complex-World-Poststructural-possibilities/Gulson-Metcalfe/p/book/9780367030179
Drew, C., Gottschall, K., Wardman, N., & Saltmarsh, S. (2016). The joy of privilege: Elite private school online promotions and the promise of happiness. In A. Koh and J. Kenway (Eds.), Elite schools: Multiple geographies of privilege (pp. 87 – 100). Routledge.
https://doi.org/10.4324/9781315771335"
Saltmarsh, S. (2016). ‘No, I’m not OK’: Subjectivity, cultural politics and university mental health awareness campaigns. In E. Petersen & Z. Millei (Eds.), Interrupting the psy-disciplines in education (pp. 167-183). Palgrave MacMillan. https://doi.org/10.1057/978-1-137-51305-2_10
Saltmarsh, S. (2016). Elite education in the Australian context. In C. Maxwell & P. Aggleton (Eds.), Elite Education: International Perspectives (pp. 42-54). Routledge. https://doi.org/10.4324/9781315755984-4
Saltmarsh, S. (2015). Michel de Certeau, everyday life and cultural policy studies education. In K. Gulson, M. Clarke & E. Petersen (Eds.), Education Policy and Contemporary Theory: Implications for Research (pp. 27-38). Routledge. https://doi.org/10.4324/9781315818429-3
Saltmarsh, S. (2014). Childhood studies and play. In E. Brooker, M. Blaise, & S. Edwards (Eds.), SAGE Handbook of Play and Learning in Early Childhood (pp. 91 – 102). Sage. https://doi.org/10.4135/9781473907850.n10
Randell-Moon, H., Saltmarsh, S., & Sutherland-Smith, W. (2013). The living dead and the dead living: Competition, contagion and complicity in contemporary universities. In A. Whelan, C. Moore & R. Walker (Eds.), Zombies in the Academy: Living Death in Higher Education (pp. 53-66). Intellect Press. https://www.intellectbooks.com/zombies-in-the-academy
Saltmarsh, S. (2012). ‘I’m just not that kind of person’: Choice, agency and economic subjectivities in multicultural educational contexts. In H. K. Wright, M. Singh & R. Race (Eds.), Precarious international multicultural education: Hegemony, dissent and rising alternatives (pp. 117-132). Sense Publications. https://doi.org/10.1007/978-94-6091-894-0_7
Saltmarsh, S. (2012). Heteronormativity, childhood and invisibilised consumption. In K. Robinson & C. Davies (Eds.), Queer and subjugated knowledges: Generating subversive imaginaries (pp. 132-139). Bentham. http://ebooks.benthamscience.com/book/9781608053391/
Robinson, K. H., Saltmarsh, S., & Davies, C. (2012). Introduction: The case for rethinking school violence. In Saltmarsh, S., Robinson, K. H. & Davies, C. (Eds.), Re/thinking school violence: Theory, gender, context (pp. 1-20). Palgrave. https://doi.org/10.1057/9781137015211_1
"Robinson, K. H., Saltmarsh, S., & Davies, C. (2012). Conclusions: Rethinking school violence: Implications for practice. In Saltmarsh, S., Robinson, K. H. & Davies, C. (Eds.), Re/thinking school violence: Theory, gender, context (pp. 184-194). Palgrave. https://doi.org/10.1057/9781137015211_11
Saltmarsh, S. (2012) The ‘kid most likely’: Naming, brutality and silence within and beyond school settings. In S. Saltmarsh, K. H. Robinson & C. Davies (Eds.), Re/thinking school violence: Theory, gender, context (pp. 21-37). Palgrave. https://doi.org/10.1057/9781137015211_2
Wardman, N., & Saltmarsh, S. (2010). Ethnomethodology: The situated study of professional practice. In J. Higgs, Macklin, R., Whiteford, G., & Ajjawi, R. (Eds.), Researching Practice: A Discourse on Qualitative Methodologies (pp. 227-235). Brill. [invited chapter]. https://doi.org/10.1163/9789460911835_025
Saltmarsh, S. (2009). Researching context as a practiced place. In S. Kemmis & B. Green (Eds.), Understanding and researching professional practice (153-163). Sense Publications [invited chapter]. https://doi.org/10.1163/9789087907327_011
Saltmarsh, S. (2009). Writing politically: Reflections on the writing of politics and the politics of writing. In J. Higgs, D. Horsfall & S. Grace (Eds.), Writing qualitative research in practice (pp. 139-149). Sense Publications [invited chapter]. https://doi.org/10.1163/9789087909086_014
Gannon, S., & Saltmarsh, S. (2007). Sustaining language/existing threats: Resistance and rhetoric in Australian refugee discourses. In B. Davies (Ed.), Judith Butler in conversation: Analysing the texts
and talk of everyday life (pp. 163-186). Routledge [invited chapter]. https://doi.org/10.4324/9780203941447
Davies, B., & Saltmarsh, S. (2006). Gender and literacy. In C. Skelton, B. Francis & L. Smulyan (Eds.),
SAGE Handbook of Gender and Education (pp. 236-248). Sage [invited chapter]. https://doi.org/10.4135/9781848607996.n18
Journal Articles
Saamong, R. S. C., Deogracias, P. K. E., Saltmarsh, S., Chan, D. K. C., Capio, C. M. (2023). Early childhood teachers’ perceptions of physical activity: A scoping review. Early Childhood Education Journal, 1-13. https://doi.org/10.1007/s10643-023-01575-8
Saltmarsh, S., Ayre, K., & Tualaulelei, E. (2022). Schools, separating parents and family violence: A case study of the coercion of organisational networks. Critical Studies in Education, 4(63), 516-533. https://doi.org/10.1080/17508487.2021.1919165
Saltmarsh, S., Tualaulelei, E., & Ayre, K. (2022). ‘A damn sight more sensitivity’: Gender and parent-school engagement during parental post-separation family transitions. Gender and Education, 34(1), 64-79 https://doi.org/10.1080/09540253.2021.1902483
Saltmarsh, S., & McPherson, A. (2022). Un/satisfactory encounters: Communication, conflict and parent-school engagement. Critical Studies in Education, 63(2), 147-162.
https://doi.org/10.1080/17508487.2019.1630459
Saltmarsh, S., & Lee, I-F. (2021). Playing with happiness: Biopolitics, childhood and representations of play, Contemporary Issues in Early Childhood, 22(4), 296-311. https://doi.org/10.1177/14639491211046958
Fanshawe, M., Saltmarsh, S., & Larsen, E. (2021). Learning and exploring teacher identity: Preparing for teaching in the Partners in Literacy and Numeracy (PLAN) program. Asia Pacific Journal of Education. https://doi.org/10.1080/02188791.2020.1866492
Saltmarsh, S., Tualaulelei, E., & Ayre, K. (2021). ‘I’m trying to tell you this man is dangerous…and no one’s listening’: Family violence, parent-school engagement and school complicity. Australian Educational Researcher, 48(4), 771-794. https://doi.org/10.1007/s13384-020-00415-7
*Awarded AER-Springer Best Paper 2021.
"Chowdhury, T. R., Chakrabarty, S., Rakib, M., Afrin, S., Saltmarsh, S., & Winn, S. (2020). Factors associated with stunting and wasting in children under 2 years in Bangladesh. Heliyon, 6(9), e04849. https://doi.org/10.1016/j.heliyon.2020.e04849
Open access: https://www.sciencedirect.com/science/article/pii/S2405844020316923
Yelland, N., Muspratt, S., Bartholomaeus, C., Karthikeyan, N., Chan, A. Leung, V. M. L., Lee, I-F, Soo, L. M. J., Lim, K. M., & Saltmarsh, S. (2020). Lifeworlds of nine- and ten-year-old children: Out-of-school activities in three global cities. Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2020.1816921
McPherson, A., Saltmarsh, S., & Tomkins, S. (2020). Reconsidering assent for randomised control trials in education: Ethical and procedural concerns. British Educational Research Journal, 46(4), 728-746. https://doi.org/10.1002/berj.3624
*Awarded British Educational Research Journal Editors’ Choice Award
https://www.bera.ac.uk/news/berj-announces-winners-of-its-2021-editors-choice-award
Saltmarsh, S., McPherson, A., Chakrabarty, S., Winn, S., & Saltmarsh, D. (2019). Anecdotes, experience and ‘learning by osmosis’: The role of professional cultures in preparing teachers for parent-school engagement. Australian Journal of Teacher Education, 44(12), 22-37.
http://dx.doi.org/10.14221/ajte.2019v44n12.2
Tanwi, T. S., Chakrabarty, S., Hasanuzzaman, S., Saltmarsh, S., & Winn, S. (2019). Socioeconomic correlates of overweight and obesity among ever-married urban women in Bangladesh. BMC Public Health, 19(842). https://bmcpublichealth.biomedcentral.com/track/pdf/10.1186/s12889-019-7221-3
Chowdhury, T. R., Chakrabarty, S., Rakib, M., Saltmarsh, S., & Davis, K. (2018). Socio-economic risk factors for early childhood underweight, Globalization and Health, 14(54).
https://globalizationandhealth.biomedcentral.com/articles/10.1186/s12992-018-0372-7
McPherson, A., & Saltmarsh, S. (2017). Bodies and affect in non-traditional learning spaces, Educational Philosophy and Theory (Special Issue: Modern Learning Environments), 49(8), 832-841. https://doi.org/10.1080/00131857.2016.1252904
Gottschall, K., & Saltmarsh, S. (2017). ‘You’re not just learning it, you’re living it!’: Constructing the ‘good life’ in Australian university online promotional videos. Discourse: Studies in the Cultural Politics of Education, 38(5),768-781. https://doi.org/10.1080/01596306.2016.1158155
Saltmarsh, S. (2015). Michel de Certeau, everyday life and policy cultures: The case of parent engagement in education policy. Critical Studies in Education, 56(1), 38-54.
https://doi.org/10.1080/17508487.2015.961166
Saltmarsh, S., & Randell-Moon, H. (2015). Managing the risky humanity of academic workers: Risk and reciprocity in university work-life balance policies. Policy Futures in Education (special issue on Social Policy, Risk and Education), 13(5), 662-682. https://doi.org/10.1080/17508487.2015.961166
Saltmarsh, S., & Randell-Moon, H. (2014). Work, life, and im/balance: Policies, practices and performativities of academic wellbeing, Somatechnics, 4(2), 236-252.
https://doi.org/10.3366/soma.2014.0130
Saltmarsh, S., Chapman, A., Campbell, M., & Drew, C. (2014). Putting ‘structure within the space’: spatially un/responsive pedagogic practices in open plan learning environments. Educational Review, 67(3), 315-327. https://doi.org/10.1080/00131911.2014.924482
Saltmarsh, S., Barr, J., & Chapman, A. (2014). Preparing for parents: How Australian teacher education is addressing the question of parent-school engagement. Asia Pacific Journal of Education, 35(1), 69-84. https://doi.org/10.1080/02188791.2014.906385
"
Barr, J., & Saltmarsh, S. (2014). It all comes down to the leadership’: The role of the school principal in fostering parent-school engagement. Educational Management, Administration and Leadership, 42(4), 491-505. https://doi.org/10.1177/1741143213502189
Campbell, M., Saltmarsh, S., Chapman, A., & Drew, C. (2013). Issues of teacher professional learning within ‘non-traditional’ classroom environments. Improving Schools, 16(3), 209-222.
https://doi.org/10.1177/1365480213501057
Saltmarsh, S. (2013). The Googled ethnographer. Qualitative Research Journal, 13(3), 236-243. https://doi.org/10.1108/QRJ-12-2012-0034
Wardman, N., Gottschall, K., Drew, C., Hutchesson, R., & Saltmarsh, S. (2013). Picturing natural girlhoods: Nature, space and femininity in girls’ school promotions. Gender and Education, 25(3), 284-294. https://doi.org/10.1080/09540253.2012.756857
Chapman, A., & Saltmarsh, S. (2013). The politics of normative childhoods and non-normative parenting: A response to Kerry Robinson & Cristyn Davies. Contemporary Issues In Early Childhood, 14(1), 60-65. https://doi.org/10.2304/ciec.2014.14.1.60
Yelland, N., & Saltmarsh, S. (2013). Ethnography, multiplicity and The Global Childhoods Project: Reflections on establishing an interdisciplinary, transnational, multi-sited research collaboration. Global Studies of Childhood, 3(1), 2-11. https://doi.org/10.2304/gsch.2013.3.1.2
Barr, J., deSouza, M., Harrison, C., Hyde, B. VanVliet, H., & Saltmarsh, S., (2012). Parenting the ‘millennium child’: Choice, responsibility and playing it safe in uncertain times. Global Studies of Childhood, 2(4), 302-318. https://doi.org/10.2304/gsch.2012.2.4.302
Saltmarsh, S. (2012). Storylines of accountability. Teaching and learning: Journal of natural inquiry and reflective practice, 26(2), 75-88. http://www.und.nodak.edu/dept/ehd/journal/"
"Saltmarsh, S., & North, A. (2011). Economy’s gaze: Childhood, motherhood and ‘exemplary ordinariness’ in popular parenting magazines. Global Studies of Childhood, 1(4), 314-320.
https://doi.org/10.2304/gsch.2011.1.4.314"
Saltmarsh, S., Sutherland-Smith, W., & Randell-Moon, H. (2011). ‘Inspired and assisted’ or ‘berated and destroyed’: Research leadership and academic performativity in troubled times, Ethics and Education, 6(3), 293-306. https://doi.org/10.1080/17449642.2011.632722
Saltmarsh, S., Sutherland-Smith, W., & Randell-Moon, H. (2011). Best foot forward, watching your step, jumping in with both feet, or sticking your foot in it? The politics of researching academic viewpoints. Qualitative Research Journal, 11(2), 48-62. https://doi.org/10.3316/QRJ1102048
Saltmarsh, S. (2011). Economic subjectivities in higher education: Self, policy and practice in the knowledge economy, [invited paper for special themed issue on ‘Disciplining Innovation’]. Cultural Studies Review, 17(2), 115-139. https://doi.org/10.5130/csr.v17i2.2007
"Saltmarsh, S. (2011). Bus ride to the future: Cultural imaginaries of Australian childhood in the education landscape. Global Studies of Childhood, 1(1), 26-35.
https://doi.org/10.2304/gsch.2011.1.1.26 "
"Wardman, N., Hutchesson, R., Gottschall, K., Drew, C., & Saltmarsh, S. (2010). Starry eyes and subservient selves: Portraits of ‘well-rounded’ girlhood in the prospectuses of all-girl elite private
Schools. Australian Journal of Education, 54(3), 249-261. https://doi.org/10.1177/000494411005400303"
Sutherland-Smith, W., & Saltmarsh, S. (2010). Minding the ‘P’s for implementing online education: Purpose, pedagogy and practicalities. Australian Journal of Teacher Education, 35(7), 64-77. http://dx.doi.org/10.14221/ajte.2010v35n7.6
Saltmarsh, S. (2010). Lessons in safety: Cultural politics and safety education in a multiracial, multiethnic early childhood education setting. Contemporary Issues in Early Childhood, 11(3), 288-298. https://doi.org/10.2304/ciec.2010.11.3.288
Saltmarsh, S., & Swirski, T. (2010). ‘Pawns and prawns’: International academics’ observations on their transitions to working in an Australian university. Journal of Higher Education Policy and Management, 32(3), 1-12. https://doi.org/10.1080/13600801003743505
Gottschall, K., Edgeworth, K., Hutchesson, R., Wardman, N., & Saltmarsh, S. (2010). Hard lines and soft scenes: Constituting masculinities in the prospectuses of all-boys elite private schools. Australian Journal of Education, 54(1), 18-30. https://doi.org/10.1177/000494411005400103
Saltmarsh, S., & Sutherland-Smith, W. (2010). S(t)imulating learning: Pedagogy, subjectivity and teacher education in online environments. Special Issue of London Review of Education, 8(1), 15-24. https://doi.org/10.1080/14748460903557613
Barr, J., Saltmarsh, S., & Klopper, C. (2009). Early childhood safety education: An overview of safety curriculum and pedagogy in outer metropolitan, regional and rural NSW. Australasian Journal of Early Childhood, 34(4), 31-36. https://doi.org/10.1177/183693910903400405
Saltmarsh, S. (2009). Haunting concepts in social research [Invited review essay]. Discourse: Studies in the Cultural Politics of Education, 30(3), 539-546. https://doi.org/10.1080/01596300903237305
Saltmarsh, S. (2009). ‘Depend on, rely on, count on’: Economic subjectivities aboard The Polar Express. Children’s Literature in Education, 40(2), 136-148. https://doi.org/10.1007/s10583-009-9084-1
Saltmarsh, S. (2009). Becoming economic subjects: Agency, consumption and popular culture in early childhood. Discourse: Studies in the Cultural Politics of Education, 30(1), 47-59. https://doi.org/10.1080/01596300802643082
Saltmarsh D., & Saltmarsh, S. (2008). ‘Has anyone read the reading?’: Using assessment to promote academic literacies and learning cultures. Teaching in Higher Education, 13(6), 621-632. https://doi.org/10.1080/13562510802452343
Saltmarsh, S. (2008). Disruptive events: Elite education and the discursive production of violence. Critical Studies in Education, 49(2), 113-125. https://doi.org/10.1080/17508480802040159
Saltmarsh, S., Sutherland-Smith, W. & Kitto, S. (2008). Technographic research in online education: Context, culture and ICT consumption. Asia-Pacific Journal of Teacher Education, 36(3), 179-196. https://doi.org/10.1080/13598660802229932
Saltmarsh, S. (2007). Cultural complicities: Elitism, heteronormativity and violence in the education marketplace. International Journal of Qualitative Studies in Education, 20(3), 335-354. https://doi.org/10.1080/09518390701281934
Saltmarsh, S. (2007). Picturing economic childhoods: Agency, inevitability and social class in children's picturebooks. Journal of Early Childhood Literacy, 7(1), 95 – 113. https://doi.org/10.1177/1468798407074838
Saltmarsh, S. (2007). Spirits, miracles and clauses: Patriarchy, economy and childhood in popular Christmas texts. Papers: Explorations into Children's Literature, 17(1), 5-18. https://search.informit.com.au/documentSummary;dn=235570376640453;res=IELHSS
Davies, B., & Saltmarsh, S. (2007). Gender economies: Literacy and the gendered production of neoliberal subjectivities. Gender and Education, 19(1), 1-20. https://doi.org/10.1080/09540250601087710
Kitto, S., & Saltmarsh, S. (2007). The production of ‘proper cheating’ in online examinations within technological universities. International Journal of Qualitative Studies in Education, 20(2), 151-171. https://doi.org/10.1080/09518390600923792
Gannon, S., & Saltmarsh, S. (2006). Reading Cornelia Rau: at the limits of intelligibility. Thirdspace: A Journal of Feminist Theory and Culture, 6(1), n.p. http://www.thirdspace.ca/journal.htm
Saltmarsh, S. (2005). 'White pages' in the academy: plagiarism, consumption and racist rationalities, International Journal of Educational Integrity, 1 (1), n.p. https://doi.org/10.21913/IJEI.v1i1.17
Saltmarsh, S. (2004). Graduating tactics: Theorising plagiarism as consumptive practice. Journal of Further and Higher Education, 28(4), 445-454. https://doi.org/10.1080/0309877042000298911
Saltmarsh, S., & Youdell, D. (2004). ‘Special Sport’ for misfits and losers: Educational triage and the constitution of schooled subjectivities. International Journal of Inclusive Education, 8(4), 353-373. https://doi.org/10.1080/1360311042000259148
Saltmarsh (formerly North), S. (1996). I am where I want to be: Identity formation in The Dragon’s Tapestry and Dear Nobody. Papers: Explorations into Children’s Literature, 6(3), 33-38. https://search.informit.com.au/documentSummary;dn=970706917;res=IELAPA
Non-Traditional Research Outputs
Saltmarsh, S. (2022) What the sisterhood said. Writing on the Edge: A Journal About Writing and Teaching Writing, 31(1.2), 44-46. Regents of the University of California. https://www.jstor.org/stable/27165580
Saltmarsh, S. (2011). Yes, Professor. Writing on the Edge: A Journal About Writing and Teaching Writing, 21(2)m 57-58. Regents of the University of California. http://www.jstor.org/stable/43157428
Editorials
Saltmarsh, S. (2022). Diversity as a condition of cultures: Querying assumptions of mainstream and minorities in education policy and curriculum [invited]. ECNU Review of Education. https://journals.sagepub.com/doi/full/10.1177/20965311221092452
Saltmarsh, S., & Sutherland-Smith, W. (2011). Editorial: In search of the ethical university. Ethics and Education, 6(3), 213-215. https://doi.org/10.1080/17449642.2011.632713
Kahn, U., & Saltmarsh, S. (2011). Childhood in literature, media & popular culture. Global Studies in Childhood, 1(4), 267-270. http://dx.doi.org/10.2304/gsch.2011.1.4.267
Saltmarsh, S., & Davies, C. (2010). Editorial: Risky childhoods/uncertain times. Contemporary Issues in Early Childhood, 11(3), 230-233. https://doi.org/10.2304/ciec/2010.11.3.230
Saltmarsh, S., Sutherland-Smith, & Kitto, S. (2008). Technography and the technological landscapes of teacher education. Asia-Pacific Journal of Teacher Education, 36(3), 175-178. https://doi.org/10.1080/13598660802232589
Reports
Halse, C., Saltmarsh, S., & Glew, P. (2007). Engaging and Transforming Communities: The FinanceFirst Project. Bankstown: University of Western Sydney. ISBN 978-1-74108-156-5
Saltmarsh, S. (2004). A Sociocultural Approach to Addressing School Violence at Bidwill Public School. NSW Department of Education, Training and Youth Affairs (DETYA).
Saltmarsh, D., Saltmarsh (formerly North), S., & Koop A. (2001). Student Expectations of Nursing Education. Background paper prepared for the National Review of Nursing Education, DEST No. 6774.HERC01A, ISBN 0 642 77250 9 (Online Version) http://www.dest.gov.au/archive/highered/nursing/pubs/student_expect/1.htm
Memberships
Australian Association of Research in Education
Asia-Pacific Education Research Association
Editorial Board, Gender and Education
Editorial Board, International Journal of Sociology of Education
Consultancy Interests
Fostering parent-school relations
Improving organisational cultures
Addressing violence-related issues affecting schools
