Associate Professor Samantha Schulz
Associate Professor
School of Education
Faculty of Arts, Business, Law and Economics
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Associate Professor Samantha Schulz (she/her) is a sociologist of education committed to educational, social, environmental and animal justice. Sam’s research includes:
- First Nations Education
- Race critical theorising
- Affect studies
- Culturally responsive schooling
- Gender and sexuality justice
Sam has research and teaching experience across a diversity of social contexts, including Kenya, India, China, and the South Australian Anangu Pitjantjatjara Yankunytjatjara (APY) Lands. Sam has received multiple awards for higher education teaching and research excellence. She is co-convenor of the Pedagogies for Justice Research Group that sits across UniSA and The University of Adelaide, member of the Centre for Research in Educational and Social Inclusion (CRESI), and the Fay Gale Centre for Research on Gender. Sam is Program Director for the Master of Teaching, and co-editor of the Routledge 'Local Global Issues in Education' Series.
- My Research
- Career
- Publications
- Grants and Funding
- Teaching
- Supervision
- Professional Activities
- Contact
Sam is chief investigator on the ARC Discovery Project 'Culturally Responsive Schooling' (DP220100651, 2022-24) with co-chief investigators Professor Lester Irabinna Rigney (UniSA, project lead), Professor Robert Hattam (UniSA), Dr Abigail Diplock (UniSA), Ms Mikayla King (UniSA), Professor Michalinos Zembylas (Open University of Cyprus), and Associate Professor Nadeem Memon (UniSA - Centre for Islamic Thought and Education, CITE). The project explores how the affective environments of schools attend to the diverse cultural, academic and emotional needs of their communities in the process of becoming culturally responsive, bringing together methods from ethnography, critical policy analysis, and educational action research. Sam’s broader research includes examinations of race and whiteness, and critical explorations of gender and gendered violence.
Sam is presently leading The University of Adelaide project, 'Teaching in an era of digital influence (and influencers)'. See initial findings here:
What happens when the manosphere goes to university
Addressing gender-based violence in schools
Make me a sandwich: Our survey's disturbing picture of how some boys treat their teachers
'Not my boy': When teachers are harassed by students, some schools and parents fail to help
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Appointments
Date Position Institution name 2025 - ongoing Associate Professor University of Adelaide 2021 - 2024 Senior Lecturer University of Adelaide 2014 - 2021 Senior Lecturer Flinders University -
Education
Date Institution name Country Title 2014 Flinders University Australia Doctor of Philosophy -
Research Interests
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Journals
Year Citation 2025 Schulz, S., & Rozitis, S. (2025). Addressing gender based violence in schools. Journal : AEU SA, 57(1), 9-11. 2024 Maher, K., Rigney, L. I., King, M., Garrett, R., Windle, J., Memon, N., . . . Hattam, R. (2024). Curriculum, democracy and pedagogies for justice: a collective futures dialogue. Curriculum Perspectives, 44(2), 105-119.
Scopus22024 Schulz, S., Rigney, L. -I., Zembylas, M., Hattam, R., & Memon, N. (2024). Affect and the force of counter stories: learning racial literacy through thinking and feeling. Pedagogy Culture and Society, 32(5), 1307-1324.
Scopus8 WoS12024 Stahl, G., Schulz, S., Baak, M., & Adams, B. (2024). "You fight your battles and you work out how you're going to change": the implementation, embedding and limits of restorative practices in an Australian rural community school. Asia-Pacific Journal of Teacher Education, 52(1), 82-100.
Scopus12024 Harvey, A., Smith, N., Smith, M., Ostojic, K., & Berryman, C. (2024). Chronic pain in children and young people with cerebral palsy: a narrative review of challenges, advances, and future directions. BMC Medicine, 22(1), 238-1-238-9.
Scopus1 Europe PMC22024 Schulz, S., & Diplock, A. (2024). Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics. Critical Studies in Education, 1-18.
2024 Schulz, S. (2024). ‘Non-stop wokeism’: facilitating social justice teacher education amidst epistemic oppression and popular misogyny. Critical Studies in Education, 2426474-1-2426474-18.
Scopus12023 Memon, N., Schulz, S., Kelly, S., & Chown, D. (2023). Schools, religion, and affect: unpacking Australian educator discomfort. Asia-Pacific Journal of Teacher Education, 51(3), 266-282.
Scopus52021 Agnew, D., Abery, E., Schulz, S., & Pill, S. (2021). When things go wrong: the implications for facilitators of work integrated learning placements in international destinations. Higher Education, Skills and Work-based Learning, 11(3), 697-709.
Scopus12021 Stahl, G., Baak, M., Schulz, S., Adams, B., & Peterson, A. (2021). Preventing violent extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian schools. British Educational Research Journal, 47(5), 1177-1193.
Scopus8 WoS42021 Whitehead, K., MacGill, B., & Schulz, S. (2021). Honouring Nancy Barnes, nee Brumbie (1927–2012), South Australia’s first qualified Aboriginal Kindergarten Director. Australasian Journal of Early Childhood, 46(3), 204-215.
Scopus2 WoS22021 Baak, M., Stahl, G., Schulz, S., & Adams, B. (2021). ‘We have to be really careful’: policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy, 37(3), 461-481.
Scopus13 WoS62021 Stahl, G., Baak, M., Schulz, S., & Peterson, A. (2021). A cautionary tale: CVE policy actors managing risk in Australian schools. CURRENT SOCIOLOGY, 71(5), 19 pages.
Scopus4 WoS22021 Whitehead, K., Schulz, S., & MacGill, B. (2021). From assimilation towards reconciliation with Amy Levai, nee O’Donoghue (1930–2013), South Australia’s first qualified Aboriginal infant teacher. Australian Educational Researcher, 50(2), 221-235.
Scopus1 WoS12021 Schulz, S., Baak, M., Stahl, G., & Adams, B. (2021). Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education, 42(8), 1227-1245.
Scopus7 WoS32020 Schulz, S., & Agnew, D. (2020). Moving toward decoloniality in short-term study abroad under New Colombo: constructing global citizenship. British Journal of Sociology of Education, 41(8), 1164-1179.
Scopus9 WoS62020 Brabazon, T., & Schulz, S. (2020). Braving the bull: women, mentoring and leadership in higher education. Gender and Education, 32(7), 873-890.
Scopus51 WoS172019 Schulz, S., & Rogers, B. (2019). The Toxic University: zombie leadership, academic rock stars and neoliberal ideology. INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 28(3-4), 3 pages.
2019 Schulz, S., Sniedze-Gregory, S., & Banfield, G. (2019). The Activist Scholar In, and Against, the Neoliberal University. Social Alternatives, 38(3), 3-6. 2019 Schulz, S., Vass, G., Moodie, N., & Kennedy, T. (2019). Critical race and whiteness studies: Dark Times. Critical Race and Whiteness Studies. 2017 Fane, J., & Schulz, S. (2017). Working against “pedagogic work”: Challenges to engaging pre-service teachers in critical health education. Health Education, 117(5), 511-528.
Scopus8 WoS52017 Schulz, S. (2017). Desire for the desert: racialising white teachers’ motives for working in remote schools in the Australian desert. Race Ethnicity and Education, 20(2), 209-224.
Scopus22 WoS102016 Fane, J., & Schulz, S. (2016). Re'-Learning health: Challenges in teaching health literacy and implications for the new national Australian HPE curriculum. Education and Health, 34(1), 10-14. 2015 Schulz, S., & Fane, J. (2015). A healthy dose of race? White students' and teachers' unintentional brushes with whiteness. Australian Journal of Teacher Education, 40(11), 137-154.
Scopus18 WoS72014 Miller, A., & Schulz, S. (2014). University literacy: A multi-literacies model. English in Australia, 49(3), 78-87.
Scopus7 WoS22011 Schulz, S. (2011). White teachers and the 'good' governance of indigenous souls: White governmentality and ernabella mission (1937-1971). Race Ethnicity and Education, 14(2), 209-232.
Scopus10 WoS102007 Schulz, S. (2007). Inside the contract zone: White teachers in the Anangu Pitjantjatjara Yankunytjatjara Lands. International Education Journal, 8(2), 270-283.
Scopus14 WoS72005 Schulz, S. (2005). The gifted: Identity construction through the practice of gifted education. International Education Journal, 5(5), 117-128.
Scopus12 -
Books
Year Citation 2024 Stahl, G., Adams, B., Baak, M., & Schulz, S. (2024). Vulnerability, Extremism, and Schooling: Restorative Practices, Policy Enactment, and Managing Risk. Marlborough, MA: Rowman and Littlefield. 2019 Michael, L., & Schulz, S. (Eds.) (2019). Unsettling Whiteness. UK: BRILL.
DOI2019 Michael, L., & Schulz, S. (Eds.) (2019). Unsettling Whiteness. UK: BRILL.
DOI2017 Vass, G., Maxwell, J., Rudolph, S., & Gulson, K. N. (2017). The Relationality of Race in Education Research. G. Vass, J. Maxwell, S. Rudolph, & K. N. Gulson (Eds.), Routledge.
DOI Scopus12002 Clarkson, R. (2002). Forked Tongues A Delicious Anthology of Poetry and Prose. Wakefield Press. - Riddle, S., & Apple, M. W. (Eds.) (n.d.). Re-imagining Education for Democracy. Routledge.
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Book Chapters
Year Citation 2024 Schulz, S. (2024). Death can be clarifying: Considering the forces that move us. In D. Bargallie, & N. Fernando (Eds.), Critical racial and decolonial literacies: Breaking the silence (pp. 261-275). Bristol, UK: Bristol University Press.
DOI2021 Schulz, S., Blanch, F. R., & Elliott, S. (2021). Across field and classroom: The activism of Adam Goodes and the role of Australian teachers in tackling racism. In R. McGrath (Ed.), Athlete Activism: Contemporary Perspectives (1st ed., pp. 155-166). United Kingdom: Routledge.
DOI2020 Schulz, S. (2020). “You’ve Got the Skin”: Entrepreneurial Universities, Study Abroad, and the Construction of Global Citizenship. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education (pp. 863-876). Springer International Publishing.
DOI2019 Schulz, S. (2019). “You’ve Got the Skin”: Entrepreneurial Universities, Study Abroad, and the Construction of Global Citizenship. In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education (pp. 1-15). Switzerland: Springer International Publishing.
DOI2019 Michael, L., & Schulz, S. (2019). Unsettling Whiteness: Disruptions and (Re)Locations. In Unknown Book (pp. ix-xx).
Scopus12019 Michael, L., & Schulz, S. (2019). Unsettling Whiteness: Disruptions and (Re)Locations. In Unknown Book (pp. ix-xx).
Scopus12019 Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill.
DOI Scopus22019 Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill.
DOI Scopus22019 Schulz, S. (2019). 'Beating their unclad chests': Voluntourism, international service and the place of critical pedagogy inside the neoliberal university. In S. Riddle, & M. W. Apple (Eds.), Re-Imagining Education for Democracy (1 ed., pp. 224-238). Online: Routledge.
Scopus32018 Schulz, S. (2018). White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntourist. In G. Vass, J. Maxwell, S. Rudolph, & K. Gulson (Eds.), The Relationality of Race in Education Research (1st ed., pp. 47-58). United Kingdom: Routledge.
DOI Scopus62016 Schulz, S. (2016). The new Australian ‘whitening machine’? Contesting whiteness in a nation growing whiter. In A. Dada, & S. Kushal (Eds.), Whiteness Interrogated (pp. 13-24). Oxford, United Kingdom: Inter-Disciplinary Press. 2016 Schulz, S., & Hay, I. (2016). Taking up Caletrio's challenge: Silence and the construction of wealth eliteness in Jamie Johnson's documentary film Born Rich. In I. Hay, & J. V. Beaverstock (Eds.), Handbook on Wealth and the Super-Rich (pp. 155-177). Cheltenham, United Kindgom: Edward Elgar Publishing.
DOI Scopus32003 Schulz, S. (2003). Christmas in October. In H. Johnson, M. Kinsman, S. Laszcuk, & A. Solding (Eds.), Cracker! A Christmas Collection (pp. 110-116). Adelaide: Wakefield Press. 2003 Schulz, S. (2003). Slipshod. In B. Dibble (Ed.), Anthology of Australasian Stories (pp. 84-88). Kathmandu, Nepal: Spiny Babbler. 2002 Schulz, S. (2002). Number Seven. In R. Clarkson, K. Harrison, G. Hudson, L. Jedynak, E. Sallis, & S. Schulz (Eds.), Forked Tongues: A delicious anthology of poetry and prose (pp. 35-42). Adelaide: Wakefield Press. 2002 Schulz, S. (2002). Number Seven. In R. Clarkson, K. Harrison, G. Hudson, L. Jedynak, E. Sallis, & S. Schulz (Eds.), Forked Tongues: A delicious anthology of poetry and prose (pp. 35-42). Adelaide: Wakefield Press. 2002 Schulz, S. (2002). D&M. In R. Clarkson, K. Harrison, G. Hudson, L. Jedynak, E. Sallis, & S. Schulz (Eds.), Forked Tongues: A delicious anthology of poetry and prose (pp. 88-98). Adelaide: Wakefield Press. 2002 Schulz, S. (2002). D&M. In R. Clarkson, K. Harrison, G. Hudson, L. Jedynak, E. Sallis, & S. Schulz (Eds.), Forked Tongues: A delicious anthology of poetry and prose (pp. 88-98). Adelaide: Wakefield Press. -
Report for External Bodies
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Internet Publications
Year Citation 2024 Schulz, S., & McDonald, S. (2024). ‘Not my boy.’ When teachers are harassed by students, some schools and parents fail to help. The Conversation. 2024 Schulz, S. (2024). Make me a sandwich: our survey’s disturbing picture of how some boys treat their teachers. The Conversation. 2017 Schulz, S., Kennedy, T., Moodie, N., & Vass, G. (2017). Leaning 'back in' to the critical: Reclaiming quality and excellence in contemporary global knowledge production on race and whiteness. Critical Race and Whiteness Studies Journal.
2022-2024: ARC Discovery Project 'Culturally Responsive Schooling' (DP220100651)
2022-2023: Re-Imagining Catholic Education for First Nations Sovereignty (University of Adelaide HREC Approval H-2022-085)
2023-2023: Indigenising and Culturally Diversifying Pedagogy and Curriculum, L&T Innovation Grant (H-2023-37315)
2022-2024: Aboriginal Students’ Lived Experiences: Australians Together Research Project (2202-065)
Sociology of Education
Critical and Culturally Responsive Pedagogies
Issues in Contemporary Education
Qualitative, Feminist, and Decolonial Research Methods
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Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2024 Principal Supervisor Working Relationally with First Nations and Low SES Students to Co-Produce Alternative Schooling that Works: Culturally Responsive Pedagogy and Autoethnography. Doctor of Philosophy Doctorate Part Time Mr Kyall Forster -
Past Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2021 - 2023 Principal Supervisor Female university students from rural China, a discursive-affective ethnography of gendered subjectivity formation Doctor of Philosophy Doctorate Full Time Ms Wenfei Li
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Consulting/Advisories
Date Institution Department Organisation Type Country 2022 - 2022 Catholic Education of South Australia (CESA) Catholic Education of South Australia School or college Australia -
Editorial Boards
Date Role Editorial Board Name Institution Country 2023 - ongoing Associate Editor Local Global Issues in Education Series Routledge Australia -
Review, Assessment, Editorial and Advice
Date Title Type Institution Country 2023 - 2024 Review of the SA Department of Education Country Education Strategy Advice South Australian Centre for Economic Studies (SACES) Australia
Connect With Me
External Profiles
