Eszter Szenes

Dr Eszter Szenes

Lecturer

School of Education

Faculty of Arts, Business, Law and Economics

Eligible to supervise Masters and PhD (as Co-Supervisor) - email supervisor to discuss availability.

Dr Eszter Szenes is a Lecturer at the School of Education, the University of Adelaide, and a Senior Fellow at the Center for Global Resilience and Security, Norwich University, USA. She holds a PhD in Linguistics from the University of Sydney. She was a Marie Skłodowska-Curie Actions Research Fellow, co-hosted by the Department of Sociology and Social Anthropology, Central European University, Austria and the Peace and War Center, Norwich University, USA (2020-2023), and held a post-doctoral researcher position at the Research Collegium for Language in Changing Society (RECLAS), University of Jyväskylä, Finland (2019-2020). From 2013-2019 Eszter was based at the Deputy Vice-Chancellor (Education) and Registrar Portfolio, The University of Sydney. Eszter incorporates her training in linguistics, education, and sociology into her interdisciplinary collaborations, research and teaching. She has taught in several different countries and contexts; she was a visiting scholar at the University of British Columbia, Canada, and the International Centre for Counter-Terrorism (ICCT) in The Hague, Netherlands. Her most recent research project, funded by the European Commission’s Horizon2020 Framework, was focusing on the role of language and multimodal resources in emerging complex and interrelated societal threats, for example, disinformation, information warfare and the links between climate change and (violent) extremism. She is especially interested in preventing and countering the effect of disinformation campaigns aimed at undermining democracies from the perspective of computer-mediated communication and critical digital and media literacies.

Eszter is available to supervise Masters and doctoral projects in the areas of educational linguistics, disciplinary literacies and critical media literacy education, sociology of education, information disorder, and preventing and countering (violent) extremism (P/CVE).

Current research groups:

Navigating the Information Disorder: Building Resilience through Critical Digital and Media Literacies
Enhancing Initial Teacher Education through an Interdisciplinary Approach to Effective Pedagogical Practices

Research interests: disciplinary, critical digital and media literacies; radicalisation and (violent) extremism; information disorder (mis- and disinformation / information warfare); critical thinking / critical reflection

 

  • Language Competencies
    Language Competency
    English Can read, write, speak, understand spoken and peer review
    Hungarian Can read, write, speak and understand spoken
    Italian Can read, write, speak and understand spoken

  • Education
    Date Institution name Country Title
    The University of Sydney Australia PhD in Linguistics
    Eötvös Loránd University Hungary Master of Arts in English Language and Literature (Applied Linguistics Specialisation)
    Eötvös Loránd University Hungary Master of TESOL

  • Certifications
    Date Title Institution name Country
    — New Approaches to Countering Terror: Countering Violent Extremism National Consortium for the Study of Terrorism and Responses to Terrorism (START), University of Maryland -
    — Internet Security and You Norwich University United States
    — Principles and Practice of University Teaching and Learning University of Sydney Australia

  • Journals
    Year Citation
    2022 Szenes, E., & Perry, M. W. (2022). 'Terrorist recruiters’ versus ‘terrorist slayers’: Weaponizing Syria in Russian information warfare. Journal of Peace and War Studies, 4, 47-76.
    2021 Szenes, E. (2021). Neo-Nazi environmentalism: The linguistic construction of ecofascism in a Nordic Resistance Movement manifesto. Journal for Deradicalization, (27), 146-192.
    Scopus16
    2021 Szenes, E. (2021). The linguistic construction of business decisions A systemic functional linguistic perspective. LANGUAGE CONTEXT AND TEXT-THE SOCIAL SEMIOTICS FORUM, 3(2), 335-366.
    DOI WoS3
    2021 Szenes, E., & Tilakaratna, N. (2021). Deconstructing critical reflection in social work and business: Negotiating emotions and opinions in reflective writing. Journal of English for Academic Purposes, 49, 1-16.
    DOI Scopus18 WoS5
    2021 Szenes, E. (2021). Revisiting the role of embedding in Systemic Functional Linguistics: Construing depth in “big texts”. Finnish Journal of Linguistics, 34, 179-219.
    Scopus2
    2007 Mahboob, A., & Szenes, E. (2007). Linguicism and racism in assessment practices in higher education. LINGUISTICS AND THE HUMAN SCIENCES, 3(3), 325-354.
    DOI WoS8

  • Books
    Year Citation
    2024 Tilakaratna, N., & Szenes, E. (2024). Demystifying Critical Reflection. N. Tilakaratna, & E. Szenes (Eds.), Routledge.
    DOI
    2024 Tilakaratna, N., & Szenes, E. (2024). Demystifying Critical Reflection. N. Tilakaratna, & E. Szenes (Eds.), Routledge.
    DOI

  • Book Chapters
    Year Citation
    2024 Szenes, E., & Tilakaratna, N. (2024). ‘I comply but deeply resent being asked to do so’: Ethical considerations of assessing students’ reflective writing. In N. Tilakaratna, & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory (1st ed., pp. 41-63). London: Routledge.
    DOI
    2023 Tilakaratna, N., & Szenes, E. (2023). SEEING KNOWLEDGE AND KNOWERS IN CRITICAL REFLECTION: Legitimation Code Theory. In Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory (pp. 1-17).
    DOI
    2023 Tilakaratna, N., & Szenes, E. (2023). Seeing knowledge and knowers in critical reflection. In Demystifying Critical Reflection (pp. 1-17). Routledge.
    DOI
    2022 Szenes, E. (2022). Revisiting the modelling of ‘big texts’ in SFL: The role of embedding in construing ‘depth’ in long business reports. In D. Caldwell, J. R. Martin, & J. Knox (Eds.), Appliable linguistics and social semiotics: Developing theory from practice (pp. 355-381). Great Britain: Bloomsbury Publishing.
    2020 Szenes, E., & Tilakaratna, N. (2020). (Un)critical reflection: Uncovering hidden disciplinary values in social work and business reflective writing assignments. In C. Winberg, S. McKenna, & K. Wilmot (Eds.), Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory.
    2018 Stevenson, M., James, B., Harvey, A., Kim, M., & Szenes, E. (2018). Reflective Writing: A Transitional Space between Theory and Practice. In K. S. Miller, & M. Sstevenson (Eds.), Transitions in Writing (Vol. 36, pp. 264-299). Leiden, Netherlands: BRILL.
    DOI Scopus5
    2015 Szenes, E., Tilakaratna, N., & Maton, K. (2015). The knowledge practices of critical thinking. In The Palgrave Handbook of Critical Thinking in Higher Education (pp. 573-591). Palgrave Macmillan.
    DOI Scopus44
    2010 Mahboob, A., & Szenes, E. (2010). Construing meaning in World Englishes. In The Routledge Handbook of World Englishes (pp. 580-598).
    Scopus14

  • Report for External Bodies
    Year Citation
    2023 Szenes, E. (2023). Building resiliency to ecofascist radicalisation: Preventing an emerging threat.
    DOI

2020-2023   Szenes, E. 'We’re not neo-Nazis anymore’: Radicalisation strategies in online far-right propaganda and disinformation campaigns, funded by the Research Executive Agency, European Commission Research & Innovation Horizon 2020: Marie Skłodowska- Curie Individual Fellowships. Call: H2020-MSCA-IF-2018. Project Acronym RADICALISATION. Duration: 36 months. Grant Agreement number: 845643 Grant amount awarded: €235,191.36. Peace and War Center, Norwich University, Northfield, Vermont, US and Department of Sociology and Social Anthropology, Central European University, Vienna, Austria.

 

2019     Lawson, R., Szenes, E., & Lamb, G. Resisting eco-misogyny on twitter: A multi- disciplinary analysis of discourses around Greta Thunberg. Small-scale research grant for promoting RECLAS research activities. Research Collegium for Language in Changing Society (RECLAS), University of Jyväskylä, Jyväskylä, Finland. Amount: €2,500.

 

2018     Lau, V., Tilakaratna, N., Brooke, M., Monbec, L., Wu, Shih, C. J., & Szenes, E. Reflecting in undergraduate nursing: An interdisciplinary approach to embedding critical reflection in undergraduate nursing practice; funded by the Centre for Development of Teaching and Learning (CDTL), National University of Singapore, Singapore. Amount: $17,000SGD

 

2018     Special Studies Program (SSP) 2018: Developing a model for enhancing tertiary students’ English language communication capabilities at the University of Sydney. Funded by the Deputy Vice-Chancellor (Education) and Registrar Portfolio, The University of Sydney, Sydney, Australia. Amount: $2,850 AUD.

 

2017     Economou, D., Salis, A., Hey-Cunningham, A., & Szenes, E. The Research Writing Tool: writing development for higher degree research students in science-related faculties (Open Learning Environment - HDR); DVC Education/Small Educational Innovation Grant, Funded by the Deputy Vice-Chancellor (Education) and Registrar Portfolio. The University of Sydney, Sydney, Australia. Amount: AUD7,500.

 

2017     Szenes, E., Tilakaratna, N. & Maton, K. (2017). Knowledge practices of critical thinking in higher education: Understanding the disciplinary requirements of undergraduate reflective writing (ongoing project). LCT Centre Seed Grant: Research Assistant support. Funded by the LCT Centre for Knowledge-Building, School of Social and Political Sciences, Faculty of Arts and Social Sciences, The University of Sydney, Sydney, Australia. Amount: AUD4,000.

EDUC 7055 Research Communication

EDUC 2001 Issues in Contemporary Education

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