School of Education
Faculty of Arts, Business, Law and Economics
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Dr Sam Schulz is a senior sociologist of education committed to educational social justice. Her research includes race critical theorising, culturally responsive schooling, gender equity, violent extremism, and decoloniality. Sam views sociology of education as a hopeful site for exploring how entrenched social inequalities have materialised, and for generating policy responses to complex issues for which individualised reforms are insufficient. Sam was reviews editor and then chief editor of Critical Race and Whiteness Studies Journal (2015-17 and 2018-20), and is co-convenor of the Australian Association for Research in Education (AARE) Sociology of Education Special Interest Group. She is Associate Member of the Centre for Research in Educational and Social Inclusion (CRESI), and is senior lecturer in the School of Education, University of Adelaide.
- My Research
- Grants and Funding
- Professional Activities
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), Professor Michalinos Zembylas (Open University of Cyprus), Dr Stephen Kelly (The University of Adelaide) and Dr 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 educational ethnography, critical policy analysis, and educational action research. Sam’s broader research includes poststructural and posthumanist examinations of race and whiteness as well as critical explorations of gender, violence, and culturally responsive schooling.
Year Citation 2021 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.
2021 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.
DOI Scopus4 WoS3
2021 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.
DOI Scopus2 WoS2
2021 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.
DOI Scopus3 WoS3
2021 Stahl, G., Baak, M., Schulz, S., & Peterson, A. (2021). A cautionary tale: CVE policy actors managing risk in Australian schools. CURRENT SOCIOLOGY, 19 pages.
DOI Scopus1 WoS1
2021 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, 15 pages.
DOI Scopus1 WoS1
2021 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.
2020 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.
DOI Scopus2 WoS2
2020 Brabazon, T., & Schulz, S. (2020). Braving the bull: women, mentoring and leadership in higher education. Gender and Education, 32(7), 873-890.
DOI Scopus9 WoS8
2019 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), 367-369.
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.
2017 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.
DOI Scopus11 WoS8
2016 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.
2014 Miller, A., & Schulz, S. (2014). University literacy: A multi-literacies model. English in Australia, 49(3), 78-87.
2011 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.
DOI Scopus7 WoS8
2007 Schulz, S. (2007). Inside the contract zone: White teachers in the Anangu Pitjantjatjara Yankunytjatjara Lands. International Education Journal, 8(2), 270-283.
2005 Schulz, S. (2005). The gifted: Identity construction through the practice of gifted education. International Education Journal, 5(5), 117-128.
Year Citation 2014 Unsettling Whiteness (2014). . BRILL.
2014 Unsettling Whiteness (2014). . BRILL.
2002 Clarkson, R. (2002). Forked Tongues A Delicious Anthology of Poetry and Prose. Wakefield Press. The Relationality of Race in Education Research (n.d.). . Routledge.
Re-imagining Education for Democracy (n.d.). . Routledge.
Year Citation 2021 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.
2019 Michael, L., & Schulz, S. (2019). Unsettling Whiteness: Disruptions and (Re)Locations. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. vii-xx). UK: Brill. 2019 Michael, L., & Schulz, S. (2019). Unsettling Whiteness: Disruptions and (Re)Locations. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. vii-xx). UK: Brill. 2019 Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill. 2019 Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill. 2019 Schulz, S. (2019). 'Beating their unclad chests': Voluntourism, international service and the place of critical pedagogy inside the neoliberal university. In Re-Imagining Education for Democracy (pp. 224-238).
2019 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.
2018 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). UK: Routledge. 2016 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.
2003 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.
Year Citation 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)
Sam's principal teaching is in the sociology of education within the Master of Teaching and Bachelor of Education degrees. Within Sam's courses, pre-service teachers (PSTs) are positioned as co-learners and knowledge producers who are supported to engage in socio-cultural explorations of contemporary educational issues they will encounter in their careers. Sam's courses draw from a critical knowledge base that includes history, politics, and sociology of education, as well as lenses for analysis such as race, gender and class. These tools enable PSTs to explore schooling in social contexts while developing informed standpoints on questions of social justice and the fundamental purposes of education. PSTs demonstrate understanding of these issues and implications for their teaching through individual and collaborative assessment pieces that bridge the research-teaching nexus.
Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2022 Principal Supervisor Power and Emergence: Teaching in Central Australia Doctor of Philosophy Doctorate Full Time Ms Wendy Elizabeth Cowan 2021 Principal Supervisor Gender Identity Construction of Chinese Rural Girls Doctor of Philosophy Doctorate Full Time Ms Wenfei Li
Date Institution Department Organisation Type Country 2022 - 2022 Catholic Education of South Australia Catholic Education of South Australia Religious Australia
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