Samuel Osborne

APrf Samuel Osborne

Associate Director, Regional Engagement

School of Education

College of Education, Behavioural and Social Science

Eligible to supervise Masters and PhD - email supervisor to discuss availability.

Sam Osborne has worked in Aboriginal Education since 1995 including Principal at Ernabella Anangu School in the remote north west of South Australia. He has worked in school leadership programs and a range of roles including corporation interpreting, consulting, research and evaluation. From 2011-2015 he was a Senior Research Fellow (UniSA) within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) on the Remote Education Systems (RES) project. Completing a PhD in 2017, he is currently the Associate Director, Regional Engagement (APY Lands) coordinating UniSA's APY Hub and Pitjantjatjara Yankunytjatjara Language and Culture programs. Sam's current research focus includes Culturally Responsive Pedagogies, Aboriginal languages and remote Aboriginal education. 

Water Literacies research project (Dr Kathy Paige)

Culturally Responsive Pedagogies (ARC research project, Professor Lester-Irabinna Rigney, Professor Rob Hattam)

Year Citation
2024 Paige, K., O'Keeffe, L., & Osborne, S. (2024). Silence is not an option: pre-service teachers embedding first nation knowledge and practices in primary/middle mathematics and science. International Journal of Science Education, 46(1), 28-45.
DOI Scopus5 WoS3
2022 Osborne, S., Guenther, J., Ken, S., King, L., & Lester, K. (2022). Centring Anangu voices on work: a contextualised response to red dirt thinking. Australian Journal Of Indigenous Education, 51(2), 1-20.
DOI Scopus8 WoS6
2022 Guenther, J., Osborne, S., Corrie, S., Rigney, L. I., & Lowe, K. (2022). The Remote School Attendance Strategy (RSAS): why invest in a strategy that reduces attendance?. Australian Journal of Indigenous Education, 51(2), 1-22.
DOI Scopus3 WoS2
2022 Biesta, G., Heugh, K., Cervinkova, H., Rasinski, L., Osborne, S., Forde, D., . . . Tesar, M. (2022). Philosophy of education in a new key: publicness, social justice, and education; a South-North conversation. Educational Philosophy and Theory, 54(8), 1216-1233.
DOI Scopus51 WoS44
2021 Guenther, J., Ober, R., Osborne, S., & Williamson Kefu, M. (2021). Enacting socially just and transformative education through classroom pedagogy. Pedagogy, Culture and Society, 29(4), 611-630.
DOI Scopus15 WoS10
2020 O'Bryan, M., Guenther, J., & Osborne, S. (2020). Rural and remote boarding. Australian and International Journal of Rural Education, 30(2), I-IV.
DOI
2020 Osborne, S., Lester, K., Tjitayi, K., Burton, R., & Minutjukur, M. (2020). Red dirt thinking on first language and culturally responsive pedagogies in Anangu schools. Rural Society, 29(3), 204-218.
DOI Scopus5 WoS4
2020 Guenther, J., & Osborne, S. (2020). Choice-less choice for rural boarding students and their families. Australian and International Journal of Rural Education, 30(2), 111-126.
DOI Scopus9
2020 Guenther, J., & Osborne, S. (2020). Red dirt education leaders 'caught in the middle': priorities for local and nonlocal leaders in remote schools. Australian journal of Indigenous education, 49(1), 57-69.
DOI Scopus13 WoS10
2020 Guenther, J., & Osborne, S. (2020). Did DI do it? The impact of a programme designed to improve literacy for Aboriginal and Torres Strait Islander students in remote schools. Australian Journal of Indigenous Education, 49(2), 163-170.
DOI Scopus18 WoS17
2020 Guenther, J., Benveniste, T., Redman MacLaren, M., Mander, D., McCalman, J., O'Bryan, M., . . . Stewart, R. (2020). Thinking with theory as a policy evaluation tool: the case of boarding schools for remote First Nations students. Evaluation Journal of Australasia, 20(1), 34-52.
DOI Scopus16
2020 Guenther, J., & Osborne, S. (2020). A response to 'Yes, DI did it'. Australian Journal of Indigenous Education, 50(2), 412-413.
DOI
2020 Guenther, J., & Osborne, S. (2020). Did DI do it? Response to a rejoinder. Australian Journal of Indigenous Education, 49(2), 173-175.
DOI
2019 Osborne, S., Paige, K., Hattam, R., Rigney, L. I., & Morrison, A. (2019). Strengthening Australian Aboriginal participation in university STEM programs: a Northern Territory perspective. Journal of Intercultural Studies, 40(1), 49-67.
DOI Scopus11 WoS9
2019 O'Keeffe, L., Paige, K., & Osborne, S. (2019). Getting started: exploring pre-service teachers' confidence and knowledge of culturally responsive pedagogy in teaching mathematics and science. Asia-Pacific journal of teacher education, 47(2), 152-175.
DOI Scopus24 WoS16
2018 Osborne, S., Rigney, L. I., Benveniste, T., Guenther, J., & Disbray, S. (2018). Mapping boarding school opportunities for Aboriginal students from the Central Land Council region of Northern Territory. The Australian journal of indigenous education,, 48(2), 162-178.
DOI Scopus14 WoS8
2018 Paige, K., Lloyd, D., Caldwell, D., Comber, B., O'Keeffe, L., Osborne, S., & Roetman, P. (2018). Futures in primary science education-connecting students to place and ecojustice. Visions for sustainability, 9, 49-59.
DOI
2017 Osborne, S. (2017). Kulini: Framing ethical listening and power-sensitive dialogue in remote Aboriginal education and research. Learning Communities, 22, 26-37.
DOI
2017 Guenther, J., Osborne, S., Arnott, A., & McRae Williams, E. (2017). Hearing the voice of remote Aboriginal and Torres Strait Islander training stakeholders using research methodologies and theoretical frames of reference. Race ethnicity and education, 20(2), 197-208.
DOI Scopus24 WoS17
2016 Osborne, S. (2016). Cultural capacity and development: the case for flexible, interdisciplinary research in remote Aboriginal and Torres Strait Island communities. Learning Communities: International journal of learning in social contexts, (19), 46-63.
DOI
2015 Osborne, S. (2015). Families as foundation: Anangu perspectives on what else matters in remote education. UNESCO Observatory Multi-Disciplinary Journal in the Arts, 4(2), 1-23.
2015 Guenther, J., Halsey, J., & Osborne, S. (2015). From paradise to beyond: Geographical constructs and how they shape education in the bush. Australian and International Journal of Rural Education, 25(3), 62-79.
2015 Guenther, J., Disbray, S., & Osborne, S. (2015). Building on 'red dirt' perspectives: what counts as important for remote education?. Australian journal of Indigenous education, 44(2), 194-206.
DOI Scopus53 WoS42
2015 Osborne, S. (2015). Learning from Anangu histories: Population centralisation and decentralisation influences and the provision of schooling in tri-state remote communities. Australian Journal of Indigenous Education, 44(2), 127-138.
DOI Scopus7 WoS6
2014 Minutjukur, M., & Osborne, S. (2014). At the heart of learning (series paper 2 of 4): Witulya mulapa nganana mantjintjaku: From cultural devastation to cultural reinvention. AlterNative: An International Journal of Indigenous Peoples, 10(1), 15-22.
DOI Scopus19 WoS20
2014 Burton, R., & Osborne, S. (2014). At the heart of learning (series paper 4 of 4): Kuranyu-kutu nyakula nyaan nyanganyi? Imagining the future. AlterNative: An International Journal of Indigenous Peoples, 10(1), 33-44.
DOI Scopus21 WoS19
2014 Osborne, S. (2014). At the heart of learning (series paper 1 of 4): putuna kulini: the trouble with "hearing". AlterNative: An International Journal of Indigenous Peoples, 10(1), 3-11.
DOI Scopus14 WoS15
2014 Tjitayi, K., & Osborne, S. (2014). At the heart of learning (series paper 3 of 4): Kurunta kanyintja: holding knowledge in our spirit. AlterNative: An International Journal of Indigenous Peoples, 10(1), 23-32.
DOI Scopus15 WoS12
2014 Guenther, J., Bat, M., & Osborne, S. (2014). Red dirt thinking on remote educational advantage. Australian and International Journal of Rural Education, 24(1), 51-67.
2014 Guenther, J., Disbray, S., & Osborne, S. (2014). Digging up the (red) dirt on education: one shovel at a time. Journal of Australian Indigenous Issues, 17(4), 40-56.
2013 Osborne, S. (2013). Learning versus education: Rethinking learning in Anangu schools. Australian Journal of Indigenous Education, 42(2), 171-181.
DOI Scopus11 WoS9
2013 Osborne, S. (2013). Kulintja nganampa maa-kunpuntjaku (strengthening our thinking): place-based approaches to mental health and wellbeing in Anangu schools. Australian journal of indigenous education, 42(2), 182-193.
DOI Scopus17 WoS16
2013 Osborne, S., & Guenther, J. (2013). Red dirt thinking on aspiration and success. Australian Journal of Indigenous Education, 42(2), 88-99.
DOI Scopus54 WoS44
2013 Osborne, S., & Guenther, J. (2013). Red dirt thinking on power, pedagogy and paradigms: reframing the dialogue in remote education. Australian Journal of Indigenous Education, 42(2), 111-122.
DOI Scopus17 WoS14
2013 Guenther, J., Bat, M., & Osborne, S. (2013). Red dirt thinking on educational disadvantage. Australian Journal of Indigenous Education, 42(2), 100-110.
DOI Scopus41 WoS36

Year Citation
2025 Paige, K., Lloyd, D., & Osborne, S. (2025). Educating for sustainability: Theoretical and practical insights for preservice educators. In D. Green, & D. Price (Eds.), Source details - Title: Making Humanities and Social Sciences Come Alive: Early Years and Primary Education (2nd ed. ed., pp. 321-338). Australia: Cambridge University Press.
DOI
2024 Guenther, J., Corrie, S., Ober, R., & Osborne, S. (2024). Remote educational leadership: what's different?. In S. White, J. Downey, & M. Fuqua (Eds.), Source details - Title: Sharing Leadership Stories in Rural Education: Leading Rurally across Australia and the United States (pp. 139-153). Singapore: Springer.
DOI Scopus2
2023 Osborne, S. (2023). Kulini: ethical listening and the curse of the externally imagined. In L. Rigney (Ed.), Source details - Title: Global Perspectives and New Challenges in Culturally Responsive Pedagogies: Super-diversity and Teaching Practice (pp. 149-161). UK: Routledge.
DOI
2023 Guenther, J., Rigney, L. I., Osborne, S., Lowe, K., & Moodie, N. (2023). The Foundations Required for First Nations Education in Australia. In M. Moodie, N. N, L. Lowe, K. K, D. Dixon, R. R, . . . K. K (Eds.), Source details - Title: Assessing the Evidence in Indigenous Education Research. Postcolonial Studies in Education. (pp. 265-284). Cham, Switzerland :: Palgrave Macmillan.
DOI
2021 Osborne, S. (2021). Aboriginal agency, knowledge, and voice: centring Kulintja Southern methodologies. In Source details - Title: A Sociolinguistics of the South (pp. 233-248). US: Routledge.
Scopus2
2021 Guenther, J., & Osborne, S. (2021). Can boarding be better? Ethical dilemmas for policy-makers, education providers and evidence-makers. In P. Roberts, & M. Fuqua (Eds.), Source details - Title: Ruraling education research; Connections between rurality and the disciplines of educational research (pp. 145-158). Singapore: Springer.
DOI Scopus2
2020 Gale, M. A., Bleby, D., Kulyuṟu, N., & Osborne, S. (2020). The Pitjantjatjara Yankunytjatjara Summer School: Kulila! Nyawa! Arkala! Framing Aboriginal Language Learning Pedagogy within a University Language Intensive Model. In J. Fornasiero, S. M. A. Reed, R. Amery, E. Bouvet, K. Enomoto, & H. L. Xu (Eds.), Intersections in Language Planning and Policy: Establishing Connections in Languages and Cultures (Vol. 23, pp. 491-505). Switzerland: Springer.
DOI Scopus3
2019 Paige, K., Lloyd, D., & Osborne, S. (2019). Educating for sustainability: theoretical and practical insights for preservice educators. In D. Green, & D. Price (Eds.), Source details - Title: Making Humanities and Social Sciences Come Alive: Early Years and Primary Education (pp. 343-360). UK: Cambridge University Press.
DOI
2018 Guenther, J., Disbray, S., & Osborne, S. (2018). "It's just teasing": responding to conflict in remote Australian schools. In P. T. Slee, G. Skrzypeic, & C. Cefai (Eds.), Source details - Title: Child and adolescent well-being and violence prevention in schools (pp. 118-128). London: Routledge.
2018 Guenther, J., Williams, E. M., Osborne, S., & Williams, E. (2018). Decolonising colonial education researchers in 'near remote' parts of Australia. In G. Vass (Ed.), Source details - Title: The relationality of race in education research (pp. 108-119). New York, US: Routledge.
DOI Scopus14
2017 Guenther, J., Disbray, S., Benveniste, T., & Osborne, S. (2017). 'Red Dirt' schools and pathways into higher education. In J. Frawley, S. Larkin, & J. A. Smith (Eds.), Source details - Title: Indigenous pathways, transitions and participation in higher education: from policy to practice (pp. 251-270). Singapore: Springer Open.
DOI Scopus15

  • Place-based approaches and culturally appropriate teaching, learning and supports for Aboriginal and Torres Strait Islander adult learners, National Centre for Vocational Education Research, 14/04/2025 - 29/08/2025

  • Centring Anangu voices in Anangu education: Reshaping education practice for the future, CRC Remote Economic Participation, 01/01/2016 - 31/12/2017

Courses I teach

  • LANG 2031 Pitjantjatjara Language and Culture (2025)
  • LANG 5029 Pitjantjatjara Culture and Language (2025)
  • LANG 2031 Pitjantjatjara Language and Culture (2024)
  • LANG 5029 Pitjantjatjara Culture and Language (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2025 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Miss Courtney Jaye Theseira
2023 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Mrs Sarada Surampudi
2023 Principal Supervisor - - Master Full Time Kimberley Helen Marden
2023 Principal Supervisor - Doctor of Philosophy Doctorate Full Time Louise Wiles
2023 Co-Supervisor - Doctor of Philosophy Doctorate Full Time Ms Silvia Quattrini

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