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

‘They eat snacks during class and swing on chairs’: The worrying, sexist behaviour of some young men at uni

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

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

Aboriginal and Torres Strait Islander Education Education Policy Feminist Theory Gender, Sexuality and Education Postcolonial Studies Poststructuralism Race and Ethnic Relations Sociology of Education

Date	Institution name	Country	Title
2014	Flinders University	Australia	Doctor of Philosophy

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. DOI Scopus2
2024	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. DOI Scopus7 WoS1
2024	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. DOI Scopus1
2024	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. DOI Scopus4 Europe PMC2
2024	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. DOI
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. DOI Scopus1
2023	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. DOI Scopus5
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. DOI Scopus1
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 Scopus8 WoS4
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 Scopus13 WoS6
2021	Stahl, G., Baak, M., Schulz, S., & Peterson, A. (2021). A cautionary tale: CVE policy actors managing risk in Australian schools. Current Sociology, 71(5), 905-923. DOI Scopus4 WoS2
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, 50(2), 221-235. 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. DOI Scopus7 WoS3
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 Scopus9 WoS6
2020	Brabazon, T., & Schulz, S. (2020). Braving the bull: women, mentoring and leadership in higher education. Gender and Education, 32(7), 873-890. DOI Scopus54 WoS17
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. DOI
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. DOI Scopus8 WoS5
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 Scopus23 WoS10
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. DOI Scopus18 WoS7
2014	Miller, A., & Schulz, S. (2014). University literacy: A multi-literacies model. English in Australia, 49(3), 78-87. Scopus7 WoS2
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 Scopus10 WoS10
2007	Schulz, S. (2007). Inside the contract zone: White teachers in the Anangu Pitjantjatjara Yankunytjatjara Lands. International Education Journal, 8(2), 270-283. Scopus14 WoS7
2005	Schulz, S. (2005). The gifted: Identity construction through the practice of gifted education. International Education Journal, 5(5), 117-128. Scopus12
-	Li, W., & Schulz, S. (n.d.). ‘The most beautiful teacher’: patriotism, gender and affective governance in Chinese higher education. The Australian Educational Researcher. DOI

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. DOI
2019	Michael, L., & Schulz, S. (Eds.) (2019). Unsettling Whiteness. UK: BRILL. DOI
2017	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 Scopus1
2002	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. DOI

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. DOI
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. DOI
2020	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. DOI
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. DOI
2019	Michael, L., & Schulz, S. (2019). Unsettling Whiteness: Disruptions and (Re)Locations. In Unknown Book (pp. ix-xx). Scopus1
2019	Michael, L., & Schulz, S. (2019). Unsettling Whiteness: Disruptions and (Re)Locations. In Unknown Book (pp. ix-xx). Scopus1
2019	Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill. DOI Scopus3
2019	Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill. DOI Scopus3
2019	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. Scopus3
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). United Kingdom: Routledge. DOI Scopus6
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. DOI Scopus3
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.

Report for External Bodies

Year	Citation
2023	Schulz, S., Morrison, A., Blanch, F. R., Buckskin, J., & Corrie, S. (2023). Improving schooling and outcomes for Aboriginal and Torres Strait Islander learners in South Australian Catholic schools and centres: A narrative review of the literature. Adelaide: APO: Analysis and Policy Observatory, https://apo.org.au/node/322565.
2023	Schulz, S., Blanch, F. R., Buckskin, J., & Corrie, S. (2023). Re-imagining Catholic education for First Nations sovereignty: Report to Catholic Education South Australia. Adelaide: APO: Analysis and Policy Observatory, https://apo.org.au/node/322608.

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

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

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

Date	Institution	Department	Organisation Type	Country
2022 - 2022	Catholic Education of South Australia (CESA)	Catholic Education of South Australia	School or college	Australia

Date	Role	Editorial Board Name	Institution	Country
2023 - ongoing	Associate Editor	Local Global Issues in Education Series	Routledge	Australia

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

Position: Associate Professor
Phone: 83139309
Email: samantha.schulz@adelaide.edu.au
Campus: North Terrace
Building: Nexus 10, floor 8
Org Unit: School of Education

Associate Professor Samantha Schulz

Appointments

Education

Research Interests

Journals

Books

Book Chapters

Report for External Bodies

Internet Publications

Current Higher Degree by Research Supervision (University of Adelaide)

Past Higher Degree by Research Supervision (University of Adelaide)

Consulting/Advisories

Editorial Boards

Review, Assessment, Editorial and Advice

Connect With Me

External Profiles