Profiles

Kim Beasy

UTAS Home Dr Kim Beasy

Kim Beasy

Lecturer in Curriculum and Pedagogy

Room A224 , Building A

+61 3 6324 3651 (phone)

Kim.Beasy@utas.edu.au

Dr Kim Beasy is a lecturer in curriculum and pedagogy at the School of Education in the College of Arts, Law and Education. Kim specialises in education for sustainability and her teaching and research emphasises engaging diverse communities in social, environmental, economic and cultural dimensions of sustainability.

Biography

Before taking up a lecturer role with the University of Tasmania, Kim worked with Tasmania’s Tafe sector to coordinate their environmental sustainability course for tourism and hospitality certificates. Prior to this, Kim worked as a Sustainability Officer, honing her skills in engaging and communicating sustainability to diverse populations within the higher education sector.

Achievements

  • 2017 - Teaching Merit Certificate (Team)
  • 2016 - Teaching Merit Certificate (Individual)
  • 2016 - ACTS Green Gown Awards – Learning, Teaching and Skills
  • 2016 - ACTS Green Gown Awards – Student Engagement
  • 2015 - ACTS Green Gown Awards – Built Environment
  • 2015 - Commonwealth Office for Learning and Teaching Award for Programs that Enhance Learning
  • 2013 - University of Tasmania, Vice-Chancellor’s Team Award for Exceptional Performance
  • 2013 - Awards Australia, Southern Cross Young Achievers Hydro Tasmania Environment Award - Finalist
  • 2013 - University of Tasmania, Elite Scholarship – PhD

General Responsibilities

Kim is a lecturer with the School of Education and responsible for coordinating ESH305 – Equity, Diversity and Schooling in Semester 1 and ESH103 – Curriculum and Pedagogy in Semester 2.

Kim is an active researcher across curriculum and pedagogic areas and is involved with a number of research projects, including formal and informal sustainability education and LGBTI-inclusive practices in schools and investigating the value in diverse professional development opportunities for teachers. She is Chair of the Education for Sustainability Tasmania Network (a UN recognised regional centre of expertise) and actively involved in community projects that encourage sustainability in the community and inclusive education in schools. Kim has capacity for RHD supervision in 2019.

Career summary

Qualifications

  • 2018       PhD, Faculty of Education, University of Tasmania
    • Doctoral Thesis: Encounters with sustainability in Tasmania: An interpretive inquiry
  • 2016       Graduate Certificate of Research
  • 2012       Bachelor of Natural Environment and Wilderness Studies with Honours (1st Class)

Memberships

Professional practice

Education for Sustainability Tasmania (UN recognised Regional Centre of Expertise on Education for Sustainable Development)

Australian Association of Environmental Education

Education for Sustainability Community of Practice

Gender and Education Association

Emerging Environmental Education Researchers Global Network #EEER,

Australian Association of Environmental Education Emerging Researchers #AEEER,

AARE Social Justice Special Interest Group (SIG),

AARE Gender, Sexualities & Cultural Studies (SIG),

Association of Women Educators,

A Fairer World,

Education for Sustainability Tasmania (UN recognised Regional Centre of Expertise on Education for Sustainable Development),

Administrative expertise

Managing large projects, Chairing committees, Secretarial duties, coordinating research teams, qualitative data management and entry

Teaching

Teaching expertise

Kim has teaching expertise in curriculum and pedagogical practices related to equitable education and to education for sustainability. Kim teaches into the Bachelor of Education and to the Diploma of Sustainable Living. She coordinates EDU103 curriculum and pedagogy and EDU305 equity, diversity and schooling.

View more on Dr Kim Beasy in WARP

Expertise

Kim uses a range of social theories and qualitative research methodologies to advance our knowledge about issues of sustainability. She partners with academics, industry and government and has received funding to advance understandings of how to embed sustainability thinking and practice into work and community cultures. Her ideas are used in schools, government departments and in community organisations throughout Australia to inform policy and practice related to transitioning toward sustainable futures.

Areas of research expertise.

  • Education for sustainability
  • Higher education – student engagement and support
  • Cultural change

Collaboration

Kim partners with the Tasmanian Climate Change Office, the University’s College of Science and Engineering, the University’s Centre for Marine Socioecology (CMS), Tasmanian Department of Education and community organisations including Outside the Box to progress embedding sustainability in Tasmanian schools through innovative pedagogic and curriculum integration. She collaborates with a number of universities internationally including the University of Melbourne, University of Waikato, University of Otago, University of Gothenburg and Humboldt University to investigate integration of education for sustainability in pre-service teacher education.

Awards

  • Sustainability Award, College of Arts, Law and Education, University of Tasmania (2021)
  • Environmental Educator of Year Award, Australian Association of Environmental Education, Tasmania (2021)
  • Article of the Month, Teaching in Higher Education (July, 2021)
  • Early Career Researcher Award, College of Arts, Law and Education, University of Tasmania (2019)

Current projects

Social impacts of hydrogen technologies

An investigation into community attitudes of, and the social license requirements for, hydrogen technologies in Victoria https://www.swinburne.edu.au/research/platforms-initiatives/victorian-hydrogen-hub/

Curious Climate Schools

A program run by researchers at the University of Tasmania to help Tasmanian school students get credible and up-to-date answers to all their questions about climate change https://curiousclimate.org.au/schools/

Early Career Teacher Experiences

Statistics show that teachers are most likely to leave the profession in their first five years of teaching. This Trans-Tasman project asks what are the experiences of teachers in their first years of teaching and what more can Universities and schools do to support retention?

Engaging with the United Nations Sustainable Development Goals: The Role of Sustainable, Inclusive and Ethical Education and Training

A research book containing a comprehensive compilation of SDG related teaching and engagement activities across education sectors and community spaces will be showcased, organised in five parts: critiques and frameworks; pre-service teacher education; schools and curriculum; education across the community; and SDGs and education in the Global South.

Sustainability Curriculum Mapping in Higher Education

An investigation into how sustainability and the Sustainable Development Goals are embedded in higher education curriculum.

Fields of Research

  • Sociology (441099)
  • Continuing and community education (390301)
  • Environmental education and extension (410403)

Research Objectives

  • Other education and training (169999)
  • Environmental education and awareness (190203)
  • Public health (excl. specific population health) (200499)

Publications

Throughout her career, Kim has maintained a focus on publishing in high quality journals and in forums that support access and impact across academic, professional and community audiences. Her publications on sustainability add to the field of education for sustainability, with an important contribution to Environmental Sustainability in 2021 provocatively asking ‘what counts as sustainability?’. Kim’s research on education for sustainability features in professional journals including the early childhood educator journal Every Childand featured in the Less is More podcast series.

Kim’s publications centring doctoral studies in higher education have impacted policy and practice internationally and her 2021 paper ‘Drowning in the shallows: an Australian study of the PhD experience of wellbeing’ was awarded Teaching in Higher Education article of month July 2021.

Total publications

59

Journal Article

(19 outputs)
YearCitationAltmetrics
2021Beasy K, Corbett M, 'What counts as sustainability?: a sociospatial analysis', Environmental Sociology pp. 1-11. ISSN 2325-1042 (2021) [Refereed Article]

DOI: 10.1080/23251042.2021.1913320 [eCite] [Details]

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2021Beasy K, Emery S, Crawford J, 'Drowning in the shallows: an Australian study of the PhD experience of wellbeing', Teaching in Higher Education, 26, (4) pp. 602-618. ISSN 1356-2517 (2021) [Refereed Article]

DOI: 10.1080/13562517.2019.1669014 [eCite] [Details]

Citations: Scopus - 5Web of Science - 10

Co-authors: Emery S; Crawford J

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2021Beasy K, Gonzalez LR, 'Exploring changes in perceptions and practices of sustainability in ESD communities in Australia during the COVID-19 Pandemic', Journal of Education for Sustainable Development, 15, (1) pp. 5-24. ISSN 0973-4082 (2021) [Refereed Article]

DOI: 10.1177/09734082211012081 [eCite] [Details]

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2021Beasy K, Hunter MA, Hicks D, Pullen D, Brett P, et al., 'Walking the walk: democratizing change in teacher education', Journal of the Scholarship of Teaching and Learning, 21, (4) pp. 195-205. ISSN 1527-9316 (2021) [Refereed Article]

DOI: 10.14434/josotl.v21i4.32757 [eCite] [Details]

Co-authors: Hunter MA; Hicks D; Pullen D; Brett P; Thomas D; Reaburn R; Baker W; Fan F; Cruickshank V; Stephenson E; Hatisaru V

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2021Beasy K, Murphy C, Hicks D, Muir T, 'Learning from home learning: crossing boundaries of place and identity', Geographical Research, 59, (3) pp. 341-348. ISSN 1745-5863 (2021) [Refereed Article]

DOI: 10.1111/1745-5871.12482 [eCite] [Details]

Co-authors: Murphy C; Hicks D; Muir T

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2021Beasy K, Page L, 'Exploring food cultures through art: meeting people where they are at', Education, Language and Sociology Research, 2, (3) pp. 47-62. ISSN 2690-3644 (2021) [Refereed Article]

DOI: 10.22158/elsr.v2n3p47 [eCite] [Details]

Co-authors: Page L

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2021Coleman B, Beasy K, Morrison R, Mainsbridge C, 'Academics' perspectives on a student engagement and retention program: dilemmas and deficit discourses', Teaching in Higher Education Article 2000387. ISSN 1356-2517 (2021) [Refereed Article]

DOI: 10.1080/13562517.2021.2000387 [eCite] [Details]

Co-authors: Coleman B; Morrison R; Mainsbridge C

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2021Grant R, Beasy K, Coleman B, 'Homonormativity and celebrating diversity: Australian school staff involvement in gay-straight alliances', International Journal of Inclusive Education, 25, (8) pp. 960-975. ISSN 1360-3116 (2021) [Refereed Article]

DOI: 10.1080/13603116.2019.1592249 [eCite] [Details]

Citations: Scopus - 3Web of Science - 3

Co-authors: Grant R; Coleman B

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2021Grant R, Beasy K, Emery S, Coleman B, 'Beyond safety': teachers and school staff approaches to LGBTI-inclusion in Tasmanian schools', International Journal of Inclusive Education, 25, (3) ISSN 1360-3116 (2021) [Refereed Article]

DOI: 10.1080/13603116.2018.1555866 [eCite] [Details]

Citations: Scopus - 3Web of Science - 8

Co-authors: Grant R; Emery S; Coleman B

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2020Beasy K, Emery S, Nailon DL, Boyd D, 'Enabling educators: Skills 4 Kids Cafes as professional learning', Every Child, 26, (4) pp. 20-21. ISSN 1322-0659 (2020) [Professional, Refereed Article]

[eCite] [Details]

Co-authors: Emery S; Nailon DL

2020Beasy K, Emery SG, Dyer L, Coleman B, Bywaters D, et al., 'Writing together to foster wellbeing: doctoral writing groups as spaces of wellbeing', Higher Education Research and Development, 39, (6) pp. 1091-1105. ISSN 0729-4360 (2020) [Refereed Article]

DOI: 10.1080/07294360.2020.1713732 [eCite] [Details]

Citations: Scopus - 7Web of Science - 7

Co-authors: Emery SG; Dyer L; Coleman B; Bywaters D; Crawford J; Swarts K; Jahangiri S

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2020Beasy K, Gale F, 'Disrupting the status-quo of organisational board composition to improve sustainability outcomes: reviewing the evidence', Sustainability, 12, (4) Article 1505. ISSN 2071-1050 (2020) [Refereed Article]

DOI: 10.3390/su12041505 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Co-authors: Gale F

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2020Beasy K, Kriewaldt J, Trevethan H, Morgan A, Cowie B, 'Multiperspectivism as a threshold concept in understanding diversity and inclusion for future teachers', Australian Educational Researcher, 47 pp. 893-909. ISSN 0311-6999 (2020) [Refereed Article]

DOI: 10.1007/s13384-019-00376-6 [eCite] [Details]

Citations: Scopus - 2Web of Science - 2

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2019Beasy K, 'Interpretations of sustainability beyond the middle class', Australian Journal of Environmental Education pp. 1-18. ISSN 2049-775X (2019) [Refereed Article]

DOI: 10.1017/aee.2019.25 [eCite] [Details]

Citations: Scopus - 1Web of Science - 12

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2018Ellison JC, Beasy KM, 'Sediment carbon accumulation is southern latitude saltmarsh communities of Tasmania, Australia', Biology, 7, (2) Article 27. ISSN 2079-7737 (2018) [Refereed Article]

DOI: 10.3390/biology7020027 [eCite] [Details]

Citations: Scopus - 2Web of Science - 1

Co-authors: Ellison JC

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2018Verlie B, Emery S, Osborn M, Beasy K, Coleman B, et al., 'Becoming researchers: making academic kin in the Chthulucene', Australian Journal of Environmental Education, 33, (3) pp. 145-159. ISSN 0814-0626 (2018) [Refereed Article]

DOI: 10.1017/aee.2017.24 [eCite] [Details]

Citations: Scopus - 3Web of Science - 2

Co-authors: Emery S; Coleman B; Kezabu K

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2016Beasy K, Page L, Emery S, Ayre I, 'Evolution or Revolution in EE/ES research? A collaborative dialogue from first-year PhD students', Australian Journal of Environmental Education, 32, (1) pp. 11-16. ISSN 0814-0626 (2016) [Contribution to Refereed Journal]

DOI: 10.1017/aee.2016.3 [eCite] [Details]

Citations: Scopus - 2

Co-authors: Page L; Emery S; Ayre I

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2016Coleman B, Brett P, Beasy K, 'Geospatial technologies and twenty first century citizenship: opportunities and barriers in the humanities and social sciences classroom', The Social Educator, 34, (1) pp. 16-27. ISSN 1328-3480 (2016) [Refereed Article]

[eCite] [Details]

Co-authors: Coleman B; Brett P

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2013Beasy KM, Ellison JC, 'Comparison of three methods for the quantification of sediment organic carbon in salt marshes of the Rubicon Estuary, Tasmania, Australia', International Journal of Biology, 5, (4) pp. 1-13. ISSN 1916-9671 (2013) [Refereed Article]

DOI: 10.5539/ijb.v5n4p1 [eCite] [Details]

Co-authors: Ellison JC

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Chapter in Book

(5 outputs)
YearCitationAltmetrics
2022Beasy K, Gale F, Neoh ZW, 'Global Climate Change Week - An engagement initiative to support sustainable development at Universities', Handbook of Best Practices in Sustainable Development at University Level, Springer, CR Portela de Vasconcelos and WL Filho (ed), Cham, Switzerland (In Press) [Research Book Chapter]

[eCite] [Details]

Co-authors: Gale F

2020Beasy K, Corbett Michael John, Emery S, Pavlyshyn H, 'Island intersections: a correspondence about educational research in Tasmania', Gender and island communities, Routledge, Gaini Firouz, Nielsen Helene Pristed (ed), United Kingdom, pp. 141-157. ISBN 9780367208417 (2020) [Research Book Chapter]

DOI: 10.4324/9780429263705 [eCite] [Details]

Co-authors: Corbett Michael John; Emery S; Pavlyshyn H

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2019Emery S, Beasy K, Coleman B, 'Fostering EfS Connections for Community Wellbeing: Working Meaningfully with What We've Got', Universities as Living Labs for Sustainable Development. World Sustainability Series, Springer, WL Filho, AL Salvia, RW Pretorius, LL Brandli, E Manolas, F Alves, U Azeiteiro, J Rogers et al. (ed), Cham, Switzerland, pp. 435-447. ISBN 978-3-030-15603-9 (2019) [Research Book Chapter]

DOI: 10.1007/978-3-030-15604-6_27 [eCite] [Details]

Citations: Scopus - 1Web of Science - 1

Co-authors: Emery S; Coleman B

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2019Swee CLG, Beasy K, 'Education for Sustainability: Concepts and Meanings of Education for Sustainability', Intrinsic Capability: Implementing Intrinsic Sustainable Development for an Ecological Civilisation, World Scientific Publishing, F Birkin, T Polesie (ed), New Jersey, USA, pp. 125-149. ISBN 9789813225572 (2019) [Research Book Chapter]

DOI: 10.1142/10586 [eCite] [Details]

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2018Beasy K, 'Exploring Interpretations of Sustainability Across Diverse Social Contexts', Structuring the Thesis: Matching Method, Paradigm, Theories and Findings, Springer Nature Singapore Pte Ltd, D Kember, M Corbett (ed), Singapore, pp. 197-205. ISBN 978-981-13-0510-8 (2018) [Research Book Chapter]

DOI: 10.1007/978-981-13-0511-5_19 [eCite] [Details]

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Conference Publication

(14 outputs)
YearCitationAltmetrics
2021Emery S, Beasy K, 'The Tasmanian sustainability skills cafes projects: working with communities - A story of successes with learnings to share', EfS Tasmania webinar, 22 July 2021, Virtual Conference, Online (Tasmania, Australia), pp. 1-15. (2021) [Keynote Presentation]

[eCite] [Details]

Co-authors: Emery S

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2019Beasy K, 'Sustain-a-what?', Queechy High School, 17 May, Launceston, Tasmania (2019) [Keynote Presentation]

[eCite] [Details]

2019Beasy KM, 'Sustainability through Soja's trialectic: Influences of social location', Proceedings of The Australian Sociological Association Conference, 25 - 28 November 2019, Parramatta City ISBN 978-0-6482210-2-9 (2019) [Conference Extract]

[eCite] [Details]

2019Grant R, Beasy K, 'Homonormativity and Celebrating Diversity: Australian School Staff Involvement in Gay-Straight Alliances', Proceedings of The Australian Sociological Association Conference, 25 - 28 November 2019, Parramatta City ISBN 978-0-6482210-2-9 (2019) [Conference Extract]

[eCite] [Details]

Co-authors: Grant R

2018Beasy K, Emery S, Coleman B, Grant R, 'Supporting gender non-conforming students: learnings from school staff from Australia', ECER 2018 Abstracts, 4-7 September 2018, Bolzano, Italy (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Emery S; Coleman B; Grant R

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2018Beasy KM, Dyer L, Grant RF, Coleman BJ, Emery SG, 'Visualising LGBT-inclusive practices: A resource informed by teachers and support staff', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Dyer L; Grant RF; Coleman BJ; Emery SG

2018Beasy KM, Grant RF, Coleman BJ, Emery SG, 'Context matters: Supporting staff working with LGBT students in schools', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Grant RF; Coleman BJ; Emery SG

2018Emery S, Beasy K, Coleman B, 'Fostering EfS connections for community wellbeing: working meaningfully with what we've got', World Symposium on Sustainable Development at Universities (WSSD-U-2018) Programme Book, 28-30 August 2018, Penang, Malaysia, pp. 8. (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Emery S; Coleman B

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2018Emery S, Beasy K, Crawford J, Green W, 'Drowning in the shallows: an Australian study of the PhD experience', ECER 2018 Abstracts, 4-7 September 2018, Bolzano, Italy (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Emery S; Crawford J; Green W

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2018Murphy C, Beasy K, Mainsbridge C, Page L, Reaburn R, et al., 'Exploring academic staffs' self-perception about supporting diverse learners', Australian Association for Research in Education (AARE), 2-6 December 2018, University of Sydney, Australia (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Murphy C; Mainsbridge C; Page L; Reaburn R; Stanford S

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2016Beasy K, 'What is an environmental issue? What is and what isn't for people from different lifeworlds', Making Connections: Research and Practice in Sustainability and Environmental Education, 26 May 2016, Hobart, Tasmania (2016) [Plenary Presentation]

[eCite] [Details]

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2016Beasy K, Cotter T, Peterson C, 'Surveying sustainability culture across University staff and students', Proceedings of the 16th International ACTS Conference, 2-4 November 2016, Sunshine Coast, Australia, pp. 1-9. (2016) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: Peterson C

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2016Beasy K, O'Dowd M, 'Negotiating personal and collective futures across diverse social contexts', Proceedings of the 22nd International Sustainable Development Research Society Conference (ISDRS 2016), 13-15 July 2016, Lisbon, Portugal, pp. 168-180. ISBN 978-972-674-791-8 (2016) [Refereed Conference Paper]

[eCite] [Details]

Co-authors: O'Dowd M

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2016Beasy KM, Peterson CJ, Tomlinson A, Tiernan B, 'Curriculum for the future: Sustainability is a must!', Teaching Matters 2016 Conference Programme, 7 December 2016, Hobart, Tasmania, pp. 8. (2016) [Conference Extract]

[eCite] [Details]

Co-authors: Peterson CJ; Tomlinson A

Contract Report, Consultant's Report

(3 outputs)
YearCitationAltmetrics
2020Ripoll Gonzalez L, Beasy K, 'Sustainable Schools Network 2020 Sustainability Symposium: Industry Report', Sustainable Schools Network, Australia (2020) [Consultants Report]

[eCite] [Details]

Co-authors: Ripoll Gonzalez L

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2018Beasy KM, Bathish L, 'Every Child Succeeds Report: The greater Launceston area', Anglicare Tasmania, Australia (2018) [Contract Report]

[eCite] [Details]

2010Ellison JC, White ME, Poole MD, Beasy KM, McNab SLP, et al., 'Geomorphology report on coastal erosion at the Detention River estuary, Hellyer, North West Tasmania', Crown Land Services Branch, Depatment of Primary Industries, Parks, Water and Environment, 1 (2010) [Consultants Report]

[eCite] [Details]

Co-authors: Ellison JC; Poole MD; McNab SLP; Walford H

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Thesis

(1 outputs)
YearCitationAltmetrics
2018Beasy K, 'Encounters with sustainability in Tasmania: An interpretive inquiry' (2018) [PhD]

[eCite] [Details]

Other Public Output

(17 outputs)
YearCitationAltmetrics
2020Beasy K, 'Green Waste Community: interview with Suzanne Derry', Less is More, Whooshkaa, Launceston City Park Radio, episode 5 (2020) [Media Interview]

[eCite] [Details]

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2020Beasy K, Murphy C, Hicks D, Muir T, 'Experiences of parents and caregivers supporting children while learning from home', The Tasmania Project, UTAS Institute for Social Change, Hobart, Tasmania, Report 9 (2020) [Report Other]

[eCite] [Details]

Co-authors: Murphy C; Hicks D; Muir T

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2020Beasy K, Murphy C, Hicks DJE, Muir TA, 'Experiences of parents and caregivers supporting children while learning from home', The Tasmania Project, Institute for Social Change, Hobart, Tasmania, 7 (2020) [Internal Newsletter]

[eCite] [Details]

Co-authors: Murphy C; Hicks DJE; Muir TA

2020Muir T, Murphy C, Hicks D, Beasy K, ''The workload was intense': what parents told us about remote learning', The Conversation, The Conversation Media Group Ltd, Australia, 22 Spetember 2020 (2020) [Newspaper Article]

[eCite] [Details]

Co-authors: Muir T; Murphy C; Hicks D

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2019Beasy K, 'Kids4kids: There is no planet b', Local News, The Examiner, Australia, 21 November (2019) [Newspaper Article]

[eCite] [Details]

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2019Beasy K, 'Universities walk the talk on sustainability', The Educator, Australia (2019) [Newspaper Article]

[eCite] [Details]

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2019Beasy K, Emery SG, 'Speed dating the Sustainable Development Goals', Education for Sustainability Tasmania, Tasmania, Australia, 16 September (2019) [Internal Newsletter]

[eCite] [Details]

Co-authors: Emery SG

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2019Beasy K, Kilpatrick S, West M, McGinniss L, 'Sustainability in the pub success!', University of Tasmania - News and Events, University of Tasmania, Hobart, Australia, 19 June (2019) [Internal Newsletter]

[eCite] [Details]

Co-authors: Kilpatrick S; West M

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2019Beasy KM, Stephen S, 'Finding Inspiration for doing things differently in Bali', Newsletter of the Australian Association for Environmental Education Inc, Australian Association for Environmental Education Inc, Australia, pp. 1-21. (2019) [Magazine Article]

[eCite] [Details]

2019Boyd D, Emery S, Beasy KM, 'UK expert Dianne Boyd partners with UTAS to bring 'skills cafes' to Launceston', The Examiner, Fairfax Media Limited, Launceston, Tasmania, 3 June (2019) [Newspaper Article]

[eCite] [Details]

Co-authors: Emery S

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2019Crawford J, Beasy KM, Emery S, 'Do we understand the complexity of being a doctoral candidate? Probably not', Teaching in Higher Education Journal Blog, 25 September (2019) [Magazine Article]

[eCite] [Details]

Co-authors: Crawford J; Emery S

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2018Beasy K, 'UTAS' climate change week seeks to rally community behind climate action', The Examiner, Launceston, Tasmania, October, p. 1. (2018) [Newspaper Article]

[eCite] [Details]

2018Beasy K, Grant R, 'More than just lip service: done right, awareness-raising days can pack a punch', The Conversation, Victoria, Australia (2018) [Magazine Article]

[eCite] [Details]

Co-authors: Grant R

2018Beasy K, Grant R, Emery S, Coleman B, 'Inclusive Practices: Supporting Schools, Supporting Students', Summary Report, University of Tasmania, Australia (2018) [Government or Industry Research]

[eCite] [Details]

Co-authors: Grant R; Emery S; Coleman B

2017Beasy KM, 'Recycling's future: can you still make a difference?', Life Matters, ABC Radio National, Sydney, Australia, 25 August 2017 (2017) [Media Interview]

[eCite] [Details]

2017Beasy KM, 'Pupils learn rubbish rules', The Advocate, Fairfax Regional Media, Australia, 10 November 2017 (2017) [Media Interview]

[eCite] [Details]

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2017Beasy KM, 'Kids come together to learn that you 'Dont Mess with Burnie'', ABC Northern Tasmania News Report, ABC Radio, Australia, 9 November 2017 (2017) [Media Interview]

[eCite] [Details]

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Grants & Funding

Kim has received funding to explore various aspects of social and environmental sustainability and education. Her project work emphasises the generation of new knowledge to enhance policy and practice in the field of sustainability education and the evaluation of programs that implement sustainability-focused practice and teaching.

Funding Summary

Number of grants

8

Total funding

$56,545

Projects

Waverley Community Skills 4 Kids Cafes (2020)$20,000
Description
Regular co-designed community skills cafes will bring older and younger members of the Waverley community together to build a stronger sense of community capacity for developing skills and improving childrens outcomes on two domains on the AEDC index - physical and health-related outcomes; and childrens language development. The aim is to build the confidence and capacity of families and local community members to share skills with young children in a caf-style atmosphere. Learning will be two-way through intergenerational relationships that develop around healthy food, physical activity; making and expressing in the arts; and story-telling and literary pursuits using various media.
Funding
Department of Education Tasmania ($20,000)
Scheme
Grant
Administered By
University of Tasmania
Research Team
Nailon DL; Emery SG; Beasy KM; Austen N
Year
2020
Sustainability Skills Cafes (2019)$3,750
Description
Skills 4 Kids Cafes bring children, families and community members together in safe and accessible child and family-centric locations in Launceston during 2019 to learn new and traditional artisan skills with and from each other. Once a month, for 5 months, children and adults spent 3 hours together engaging in purposeful projects. The cafes tapped into local community members with existing artisan skills and/or the willingness to join young children in learning new skills. The cafes fostered skills-based mentor partnerships with individuals who had a track record in building trusting respectful relationships with children and families.
Funding
Launceston City Council ($3,750)
Scheme
Grant
Administered By
Launceston City Council
Research Team
Nailon DL; Emery SG; Beasy KM; Austen N
Year
2019
The influence of diverse demographic, political and value characteristics in group decision-making for sustainability: A pilot study (2019)$8,028
Description
The project investigates the gap between the claims organisations make to be practicing sustainability and macro level indicators showing growing economic volatility, social inequality and environmental degradation.
Funding
University of Tasmania ($8,028)
Scheme
null
Administered By
University of Tasmania
Research Team
Beasy KM; Gale F
Year
2019
Resourcing inclusive practice: Supporting teachers, supporting students (2018)$2,703
Description
This project seeks to explore, via the production of an interactive web-based resource, alternative ways of communicating practice and engaging teachers in culturally responsive pedagogies; particularly in regard to gender and sexuality inclusivity. Previous Australian research has identified significant need for LGBTI-inclusive teaching practice and schooling environments (Jones and Hillier, 2013). However, few context-specific resources are available to support Tasmanian school staff in LGBTI-inclusive pedagogies and practice.In collaboration with the Australian Government funded gender, sexuality and intersex status support and education service Working It Out (http://www.workingitout.org.au/), we will develop a web-based resource to support teachers in developing culturally responsive pedagogies, with a specific focus on supporting LGBTI student communities. The project will draw on data collected from school teachers in the partner project Inclusive practices: Supporting teachers, supporting students, which investigates the knowledge, attitudes and approaches of teachers to LGBTI-inclusive teaching practice and school cultures. Outcomes of this project comprise a prototype for an interactive web-based resource that interprets and communicates teacher experiences and strategies for inclusive teaching techniques. The web-based resource will use gaming and multimodal design techniques in its structure and content to express the data spatially. The aim of the prototype is to produce material that can inform a larger project and funding bid. This larger project will increase the data set and develop the prototype to: a) include the experiences of student cohorts as well as teachers, and b) make the resource publicly available online. The project is considered to meet GEA priorities as it will:Provide a resource that promotes and propagates pedagogical strategies for LGBTI inclusivity that are approachable on an individual scale,actively engage users in a critical interpretation of the experience of others in regards to practices of inclusion,act as an access point for a collation of current understandings and techniques in regards to inclusive pedagogies, andrespond specifically to a local and national context for which few resources are available.
Funding
Gender and Education Association ($2,703)
Scheme
Funding - Grant
Administered By
University of Tasmania
Research Team
Beasy KM; Dyer L
Year
2018
Kids4Kids Conference: Do Not Mess with Burnie (2018)$1,828
Description
The Kids4Kids Conference: Dont Mess With Burnie is a community engagement event aimed at promoting environmental education and understandings of sustainability amongst primary school children in Burnie. The event included a day-long series of workshops and activities designed to engage students in learning about local waste management, management of coastal debris and the use of natural resources in and around Burnie. The Kids4Kids Conference: Dont Mess with Burnie event provided an opportunity for children and their teachers to engage with staff from the University of Tasmania through a positive, respectful and purposeful project, while the event contributed to the universitys efforts to play a critical role in education in the region. The focus of the event on childrens learning about the environment and sustainability is particularly relevant for the region. The regions economy strongly relies on agriculture, forestry, manufacturing, mining and tourism (Cradle Coast Authority, 2017). Conservation and management of the environment, therefore, is critical to the on-going economic prosperity of the region and this event highlights the roles of individuals, schools, businesses and the university is ensuring the sustainability of the regions environment resources.
Funding
University of Tasmania ($1,828)
Scheme
Grant-Schools Engagement Grants
Administered By
University of Tasmania
Research Team
Coleman BJ; Beasy KM
Year
2018
An exploration of University academic staffs self-perception about supporting diverse learners (2018)$9,387
Description
In the last few decades, increasing equitable access to higher education has been on the agenda for Governments globally. Yet, completion rates and other indicators for achievement for people from diverse backgrounds remain low. This project looks at this issue from the perspective of academics. How do academics perceive their ability and capacity to support diverse learners?
Funding
University of Tasmania ($9,387)
Scheme
Grant-CAL Hothouse Research Enhancement Program
Administered By
University of Tasmania
Research Team
Reaburn RL; Beasy KM; Mainsbridge C; Murphy C; Stanford SN
Year
2018
Inclusive practices: Supporting teachers, supporting students (2017)$8,849
Description
Australian Lesbian, Gay, Bisexual, Transgender and Intersex (LGBTI) young people report high levels of bullying, harassment, and discrimination at school, resulting in negative educational and health outcomes (see Hillier et al., 2010; Robinson et al., 2014). Previous Australian research has identified significant need for LGBTI-inclusive teaching practice and schooling environments (Jones and Hillier, 2012). However, little is known about the competencies of Tasmanian school staff to provide LGBTI inclusive practice nor how Tasmanian teachers support their LGBTI students. To address these knowledge gaps and better inform teaching practice, this project will explore the needs of Tasmanian teachers in schooling contexts. This study will address the following research questions: 1. How are teachers supporting LGBTI students in Tasmanian schools? 2. What are the needs of teachers in creating and sustaining inclusive school environments?In partnership with the Government-funded gender, sexuality and intersex status support and education service, Working It Out, we will conduct focus groups and interviews with teachers in relation to their support of LGBTI students and staff and explore their knowledge, attitudes and approaches to LGBTI-inclusive teaching practice and school cultures.This exploratory study aims to provide evidence-based directives for further professional learning and policy development in this area. Given the 3 year Safe Schools Coalition Australia program is ending in October, it is timely and crucial that informed, evidence-based resources be developed to explore practices that promote inclusive classrooms in Tasmania. Our findings will also inform and enhance partnering organisations ability to support pre-service teachers, Tasmanian teachers and school communities in embracing diverse and inclusive learning cultures.
Funding
University of Tasmania ($8,849)
Scheme
Creativity, Culture & Society Research Development
Administered By
University of Tasmania
Research Team
Coleman BJ; Beasy KM; Grant RF; Emery SG
Year
2017
Arting our way towards a healthy food culture (2017)$2,000
Description
This project seeks to explore the instrumental value of art as education in encouraging a healthy food culture in Tasmania. Based on the 2014-15 National Health Survey, Tasmania had the highest rate of persons aged 18 years and over who were overweight or obese (67.5%). Equally concerning, Tasmania was found to have Australias highest rates of many long-term health conditions including heart disease, hypertension and kidney disease. Research investigating these deeply concerning statistics suggests that the low socioeconomic status of Tasmania, as well as the states aging demographic, increase issues relating to food security which in effect results in adverse health (Le et al., 2013). Yet, this research contends that accessibility of local, nutritious food should to be considered alongside the food culture of Tasmania.There is a strong correlation between peoples food preferences and their social context including the economic, social and cultural capital to which they have access (Hawkes et al. 2015; Bourdieu, 1984). The consumption of food is a complex socially and culturally located practice. In support of this, recent research has shown that obesity can be predicted by an analysis of what people are tweeting on Twitter about their eating habits (Abbar, Mejova and Weber, 2015). Arts too, are embedded in processes of cultural production and reproduction, at once both reflecting and provoking culture (Kuttner, 2015). Yet, engaging with art occurs within a social, political, artistic, and cultural context (Kuttner, 2015; Kasser and Ryan, 1996). We propose that social context influences the interpretations and meanings people give and make of art.Increasingly, art is being used as a means of raising awareness of food insecurity and sustainable food practices (Smith, 2016; Zenith Community Arts Foundation, 2011). However, there remains limited research exploring the effectiveness of art as education (Crossick and Kaszynska, Gilmore, 2015). In this research project, we will explore how social context influences interpretations of the Imagining Food exhibition and explore how art about food could be used as a tool in promoting a healthy food culture more broadly.
Funding
University of Tasmania ($2,000)
Scheme
Grant-Cultural Value Research Grant
Administered By
University of Tasmania
Research Team
Corbett MJ; Beasy KM
Year
2017

Research Supervision

Kim is not currently taking on HDR candidates.

Current

7

Current

DegreeTitleCommenced
PhDTowards Inclusive Education for Refugee Children: Exploring barriers of inclusion of culturally and linguistically diverse [CALD] students in Tasmanian primary schools2018
PhDThe Study of English Literature for Chinese University Students as a Valued Humanities Subject2019
PhDHow Schools in Tasmania are Accommodating the Physical, Social and Emotional needs of Transgender and Gender Diverse Students through Policy and Practice2019
PhDChild Marriage in Nigeria: Causes, consequences, parents' attitudes and the reasons for persistence2019
PhDResponding to the Winds of Change: An exploration of how Ghanaian public universities are responding to the pressures/dilemma, change processes and strategic choices for excellence and relevance2019
PhDConstruction of Gendered identities in Pakistani Curriculum and their Potential Influence on the Lives of Women2019
PhDStudents Diversity Management in Ethiopian Public Universities: Practices and Challenge2020