Dr Bronwyn Parkin
School of Education
College of Education, Behavioural and Social Sciences
Dr Bronwyn Parkin is an adjunct lecturer in education at the University of South Australia, and a literacy consultant with a long history of working in the area of literacy with Indigenous and low socio-economic students. For many years, she was a Literacy project officer in the Literacy Secretariat, SA Department of Education. Her life-long commitment has been in supporting marginalised students to access quality teaching and learning. As teacher, literacy consultant, and researcher, she has worked in many remote Indigenous education contexts, as well as with low socio-economic schools in metropolitan and regional South Australia.
| Date | Position | Institution name |
|---|---|---|
| 2024 - 2027 | Adjunct Lecturer | University of South Australia |
| 2015 - 2024 | Adjunct Lecturer | University of Adelaide |
| 2014 - 2025 | LIteracy Consultant | Self-employed |
| 1989 - 1996 | Lecturer | University of South Australia |
| Date | Type | Title | Institution Name | Country | Amount |
|---|---|---|---|---|---|
| 2021 | Recognition | Winner, Teacher resource category (for 'Teaching the language of climate change science'). Educational Publishing Awards Australia. | Education Publishers Association of Australia | Australia | - |
| 2020 | Recognition | Winner, Teacher resource category (for 'Teaching with Intent 2'). Educational Publishing Awards Australia. | Education Publishers Association of Australia | Australia | - |
| 2016 | Research Award | PETAA Research grant | Primary English Teaching Association of Australia | Australia | 75000 |
| 2008 | Achievement | Dean’s Commendation for Doctoral Thesis Excellence | University of Adelaide | Australia | - |
| 1998 | Award | Excellence in Leadership in Indigenous Education | Federal Department of Education Employment and Work Relations | Australia | - |
| Date | Institution name | Country | Title |
|---|---|---|---|
| 2008 - 2014 | University of Adelaide | Australia | Doctor of Philosophy |
| 1998 - 2000 | University of South Australia | Australia | Masters in Education |
| 1974 - 1976 | University of Adelaide | Australia | Bachelor of Arts |
| Date | Title | Institution | Country |
|---|---|---|---|
| 2005 - 2006 | Graduate Certificate in Accelerated Literacy | Charles Darwin University | Australia |
| 1981 - 1984 | Graduate Diploma in Community and School | Sturt C.A.E. | Australia |
| 1978 - 1978 | Graduate Diploma in Early Childhood Education | Murray Park C.A.E. | Australia |
| Year | Citation |
|---|---|
| 2024 | Harper, H., & Parkin, B. (2024). A subversive pedagogy to empower marginalised students: an Australian study. Educational Review, 76(1), 116-131. Scopus7 WoS5 |
| 2024 | Derewianka, B., Harper, H., Parkin, B., Acevedo, C., Rose, D., Dare, B., . . . Jones, P. (2024). What counts as ‘evidence’ in literacy education?. Australian Journal of Language and Literacy, 47(3), 299-316. Scopus13 WoS9 |
| 2020 | Parkin, B. M., & Harper, H. (2020). The application of three exotropic theories in education. Mind, Culture, and Activity, 27(3), 233-248. Scopus2 WoS2 |
| Year | Citation |
|---|---|
| 2025 | Parkin, B., & Harper, H. (2025). Teaching with Intent 3 Grammar, Vocabulary and Literary Techniques in Mentor Texts. |
| 2021 | Parkin, B., & Hayes, J. (2021). Teaching the language of climate change science (1 ed.). Newtown, NSW: Primary English Teaching Association of Australia. |
| 2019 | Parkin, B. M., & Harper, H. (2019). Teaching with Intent 2: a literature-based literacy teaching and learning (1 ed.). Newtown, NSW: PETAA. |
| 2018 | Parkin, B., & Harper, H. (2018). Teaching with intent: scaffolding academic language with marginalised students. Newtown, NSW: PETAA. |
| Year | Citation |
|---|---|
| 2023 | Harper, H., & Parkin, B. (2023). Scaffolding dialogue with marginalised students in the middle years.. In P. Jones, A. Simpson, & A. Thwaite (Eds.), Dialogic Pedagogy: Discourse in contexts from pre-school to university (Vol. 1, 1 ed.). Routledge. |
| 2020 | Parkin, B. M., & Harper, H. (2020). Language and literacy education in remote Indigenous schools: the pedagogic roundabout. In P. Mickan, & I. Wallace (Eds.), The Routledge Handbook of Language Education Curriculum Design (pp. 109-126). New York, NY; USA: Routledge. Scopus2 WoS1 |
| 2020 | Harper, H., Parkin, B., & Rennie, J. (2020). Supporting EAL/D and Indigenous writers. In T. Daffern, & N. Mackenzie (Eds.), Teaching writing: effective approaches for the midde years (1 ed., pp. 209-228). Crows Nest, NSW: Allen & Unwin. |
| 2020 | Harper, H., & Parkin, B. (2020). Children who can guess what's in the teacher's head: Understanding engagement in schooling from a sociocultural perspective. In R. Midford, G. Nutton, B. Hyndman, & S. Silburn (Eds.), Health and Education Interdependence: Thriving from Birth to Adulthood (pp. 91-108). Singapore: Springer. DOI |
| 2019 | Parkin, B. (2019). Good theory, good systems: an instance of Accelerated Literacy pedagogy implementation. In J. Rennie, & H. Harper (Eds.), Literacy education and Indigenous Australians: Theory, Research and Practice (Vol. 19, pp. 271-291). Singapore: Springer. DOI Scopus1 |
| 2019 | Parkin, B. M., & Harper, H. (2019). Talking and writing to develop mathematical meanings in a remote Indigenous context. In J. Rennie, & H. Harper (Eds.), Literacy education and Indigenous Australians: Theory, Research and Practice. (Vol. 19, pp. 109-126). Singapore: Springer. DOI Scopus2 |
| 2019 | Parkin, B., & Harper, H. (2019). Scaffolding alphabetic knowledge when teaching and learning about texts. In L. Beveridge, R. Cox, & S. Feez (Eds.), The Alphabetic principle and beyond...surveying the landscape. Newtown, NSW; Australia: Primary English Teaching Association Australia. |
| 2018 | Parkin, B., Harper, H., & Lotherington, M. (2018). Carrying the conversation in my head: classroom dialogue in a remote Aboriginal setting. In P. Jones, A. Simpson, & A. Thwaite (Eds.), Talking the Talk: Snapshots from Australian Classrooms (pp. 75-87). Newtown, NSW: PETAA. |
| Year | Citation |
|---|---|
| 2017 | Parkin, B. M., & Harper, H. (2017). Scaffolding academic language with educationally marginalised students. Newtown, NSW: PETAA. |
| Year | Citation |
|---|---|
| 2014 | Parkin, B. M. (2014). Scaffolding science with educationally marginalised students. (PhD Thesis, University of Adelaide). |
| Date | Role | Board name | Institution name | Country |
|---|---|---|---|---|
| 2018 - 2023 | Vice-President | Primary English Teaching Association of Australia | Primary English Teaching Association of Australia | Australia |
| Date | Role | Membership | Country |
|---|---|---|---|
| 2025 - 2025 | - | Language and Literacy in Education Network | - |
| 2022 - 2024 | Vice-President | Primary English Teaching Association of Australia | Australia |
| 2016 - ongoing | Member | Primary English Teaching Association of Australia | Australia |
| 2014 - 2025 | Member | Australian Systemic Functional LInguistics Association | - |
| Date | Institution | Department | Organisation Type | Country |
|---|---|---|---|---|
| 2024 - 2025 | Tasmanian Department of Education | Trevallyn Primary School, Davenport, Tasmania | School or college | Australia |
| 2019 - 2019 | Yipirinya College | Yipirinya School, Alice Springs | School or college | Australia |
| 2018 - 2018 | Worowa College | Worawa College, Healesville, Victoria | School or college | Australia |
| 2015 - 2025 | Northern Territory Department of Education | Maningrida College, Milingimbi Aboriginal School, Ale Karenge Aboriginal School | School or college | Australia |
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