Dr Samantha Schulz

• Appointments

  Date	Position	Institution name
  2021 - ongoing	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

• Journals

  Year	Citation
  2023	Schulz, S., Rigney, L. -I., Zembylas, M., Hattam, R., & Memon, N. (2023). Affect and the force of counter stories: learning racial literacy through thinking and feeling. Pedagogy, Culture & Society, 1-18. 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), 1-17. DOI
  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
  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 Scopus5 WoS4
  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, 50(2), 221-235. DOI 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 Scopus3 WoS2
  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 Scopus4 WoS4
  2020	Brabazon, T., & Schulz, S. (2020). Braving the bull: women, mentoring and leadership in higher education. Gender and Education, 32(7), 873-890. DOI Scopus21 WoS14
  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 Scopus6
  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 Scopus14 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. DOI Scopus12
  2014	Miller, A., & Schulz, S. (2014). University literacy: A multi-literacies model. English in Australia, 49(3), 78-87. Scopus4 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 Scopus9 WoS9
  2007	Schulz, S. (2007). Inside the contract zone: White teachers in the Anangu Pitjantjatjara Yankunytjatjara Lands. International Education Journal, 8(2), 270-283. Scopus11
  2005	Schulz, S. (2005). The gifted: Identity construction through the practice of gifted education. International Education Journal, 5(5), 117-128. Scopus12

• Books

  Year	Citation
  2019	Michael, L., & Schulz, S. (Eds.) (2019). Unsettling Whiteness. UK: BRILL. DOI
  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. DOI
  -	Re-imagining Education for Democracy (n.d.). . Routledge. DOI

• Book Chapters

  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. 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
  2019	Schulz, S. (2019). Images of a Good White Teacher. In L. Michael, & S. Schulz (Eds.), Unsettling Whiteness (pp. 175-190). UK: Brill. DOI
  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. Scopus1
  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
  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 Scopus4
  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 Scopus2
  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
  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.

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

• Consulting/Advisories

  Date	Institution	Department	Organisation Type	Country
  2022 - 2022	Catholic Education of South Australia	Catholic Education of South Australia	Religious	Australia

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