INVITATION
The play way - building emotional and academic resilience in primary students
The International Graduate Centre of Education (IGCE)
will host a symposium on: The play way - building
emotional and academic resilience in early childhood
and primary students. The symposium will be
followed next day by a hands-on workshop, with the
keynote speakers and a CDU research team illustrating
concepts and strategies to create evidence-based,
play-focused learning environments supporting
student wellbeing, emotional growth, critical and
creative thinking, and social, ethical and intercultural
development.
Program of the symposium includes:
 Dr. Jolanta Gallagher (ANU Research Fellow): Music,
rhythm and the self-esteem of young children.
 Professor Andrew Lian (Thailand & Vietnam): The
importance of rhythm in maintaining a controlled,
balanced and stable approach to problem-solving:
perspectives from technology.
 Teacher presentations: Abstracts should be
submitted to Dr. Ania Lian, by 25th July, 2015.
(length 20 minutes)
 A panel discussion led by NT teachers and School of
Education research teams. Schools are invited to
nominate a panel member or teachers can simply
volunteer.
1st August Symposium
8:30 AM – 3:30 PM
2nd August Workshop
8:30 AM – 3:30 PM
Venue: Building Blue 5
Lecture Theatre 1
Casuarina Campus,
Charles Darwin University
Contact: [email protected]
Date:
Register online by 25th July, 2015 online
The symposium and the workshop are free.
Morning tea, lunch and afternoon tea will be
provided on each day.
Program of the workshop includes:
 Dr. Ania Lian (CDU): The ethics of play: strategies for
integrating play into school curricula and
classrooms.
 Dr. Jolanta Gallagher: Classroom strategies to
develop self-esteem and resilience across all
curriculum areas.
 Professor Andrew Lian: The importance of rhythm in
supporting optimal environments for learning:
perspectives from technology
 Dr. Sandro Barros (Education, Michigan State
University): Creative minds, creative literacies:
holistic awareness, art and technology to read and
write the world.
International Graduate
Centre of Education
Email: [email protected]
Website: www.cdu.edu.au
Charles Darwin University
School of Education
PO Box 40146
Casuarina NT 0811
Keynote Speakers
Dr. Jolanta Kalandyk-Gallagher’s scholarly, teaching, and
academic work spans over 30 years and intersects
disciplines of Music Education/Pedagogy, Music Therapy,
Music Psychology, Creative Arts Education, Health
Sciences, Early Intervention, Methodology and Curriculum
Development. Jolanta’s ground-breaking doctoral
research, the first one in the world to focus on the effect
of a specifically designed music program on the selfesteem of young children, was completed at the
University of Melbourne in 1994. The study investigated
the influence of particular music activities on children's
social interaction, participation, emotional mood, and
leadership. The results of this research were
summarised in her book, Music and the Self-Esteem of
Young Children, published by the University Press of
America in 1996. Jolanta also funds a scholarship for
Aboriginal women to undertake training with the
International Association of Infants Massage.
Professor Andrew-Peter Lian, Professor Andrew Lian is
Professor of Foreign Language Studies and Director of the
Technology-Enhanced Language Learning Unit, Suranaree
University of Technology, Thailand; Professor of
Postgraduate Studies in English Language Education at Ho
Chi Minh City Open University, Vietnam, and Professor
Emeritus of Languages and Second Language Education at
the University of Canberra. Prior to moving to Thailand,
Andrew held (full) professorial appointments and
department headships in Australia (Bond University,
James Cook University, University of Canberra) and the
United States (Rice University, Western Illinois
University). Andrew is one of the pioneers of TechnologyEnhanced Language-Learning in Australia, developer of
rhizomatic, technology-supported self-adjusting learning
environments and computer-based awareness-raising
tools for language learners. He publishes actively, his
most recent publications include research on innovative
and creative practices in language learning and teaching,
on-demand computer-generated lessons, and rhizomatic
learning and personal learning environments. He has
given keynote addresses in Australia, China, India,
Indonesia, Korea, Macau, Malaysia, the Philippines,
Taiwan, Thailand and Vietnam. He is on the advisory or
editorial boards of eight international peer-reviewed
journals and is the current President of AsiaCALL (the Asia
Association of Computer-Assisted Language Learning).
Dr. Ania Lian is a lecturer in Teaching & Learning at the
School of Education. She is a Vice President of AsiaCALL
for Research and Innovation, Chief Editor of the Online
Journal of AsiaCALL, and a Member on a number of
international Advisory and Editorial Boards. Since 1993,
she has mentored students in postgraduate programs in
various universities in Australia, first in the area of
second-language pedagogy, now in education in
general, literacy and technology. Her research involves
an on-going theorizing of a dialogic-model of inquiry and
its various forms of application in teaching and research.
She is the Chief Investigator of the project on Building
resilience in primary students which funds the symposia
and the workshop. Her other projects include the
teaching of academic literacy and quality assurance in
Australian universities.
Dr. Sandro Barros (Faculty of Education, Michigan State
University, USA) specialises in areas related to
Curriculum Instruction and Teacher Education. Sandro’s
areas of research include Critical Pedagogy, Second
Language Literacy, Literary studies, Literature as
Pedagogy, Postcolonial, Postmodern Theory and the use
of technology in education (especially tablet
applications). In his research Sandro examines how the
exercise of power to influence public opinion in the
name of the “common good” is articulated through
pedagogical materials (e.g., literature, public policy and
academic texts), and how these materials may be
detrimental to the cultivation of the nation’s linguistic
biodiversity. Sandro has been especially invested in
finding out how intellectuals, social activists, and
educators frame diversity and “foreign languages”
within instructional practices while contradictorily
advocating for diversity, minority rights, and
linguistic awareness within stiff epistemological
assumptions.