Profiles
Kim Beasy
Kim Beasy
Lecturer in Curriculum and Pedagogy
Room A224 , Building A
+61 3 6324 3651 (phone)
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
70
Journal Article
(26 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Beasy K, 'Hydrogen economies and energy futures: a new Australian dream?', Energy Research & Social Science, 91 Article 102751. ISSN 2214-6296 (2022) [Refereed Article] DOI: 10.1016/j.erss.2022.102751 [eCite] [Details] Citations: Scopus - 1Web of Science - 1 | |
| 2022 | Beasy K, Crawford J, Young Sarah, Kelder J, 'A quantitative study on Australian doctoral students' perceptions of employability preparedness: how gender and age matter', Journal of Further and Higher Education, 46, (8) pp. 1092-1106. ISSN 0309-877X (2022) [Refereed Article] DOI: 10.1080/0309877X.2022.2050687 [eCite] [Details] Co-authors: Crawford J; Young Sarah; Kelder J | |
| 2022 | Beasy K, Morrison R, Coleman B, Mainsbridge C, 'Reflections of a student engagement program designed and delivered by academics', Journal of Applied Learning & Teaching, 5, (1) pp. 1-12. ISSN 2591-801X (2022) [Refereed Article] DOI: 10.37074/jalt.2022.5.1.6 [eCite] [Details] Co-authors: Morrison R; Coleman B; Mainsbridge C | |
| 2021 | Beasy K, Corbett M, 'What counts as sustainability?: a sociospatial analysis', Environmental Sociology pp. 1-11. ISSN 2325-1042 (2021) [Refereed Article] | |
| 2021 | Beasy 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 - 12Web of Science - 9 Co-authors: Emery S; Crawford J | |
| 2021 | Beasy K, Emery S, Nailon D, Boyd D, 'Skills 4 Kids Cafes: working to support SDG 4 through delivering early childhood educator professional learning in partnership with community', International Journal of Early Childhood Environmental Education, 9, (1) pp. 26-39. ISSN 2331-0464 (2021) [Refereed Article] Co-authors: Emery S; Nailon D | |
| 2021 | Beasy 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] | |
| 2021 | Beasy 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 | |
| 2021 | Beasy 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] Citations: Scopus - 1 Co-authors: Murphy C; Hicks D; Muir T | |
| 2021 | Beasy 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 | |
| 2021 | Beasy KM, Grant R, Emery S, 'Multiple dimensions of safe space for LGBTQ students: school staff perceptions', Sex Education pp. 1-14. ISSN 1468-1811 (2021) [Refereed Article] DOI: 10.1080/14681811.2021.2018677 [eCite] [Details] Co-authors: Grant R; Emery S | |
| 2021 | Coleman 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 | |
| 2021 | Grant 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 - 4Web of Science - 4 Co-authors: Grant R; Coleman B | |
| 2021 | Grant 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 - 4Web of Science - 4 Co-authors: Grant R; Emery S; Coleman B | |
| 2021 | Mudwari N, Beasy K, Murphy C, Cuskelly M, 'Views of adolescent Bhutanese refugees on home learning during school shutdown across the period of COVID-19', Journal of Ethnic and Cultural Studies, 8, (4) pp. 286-306. ISSN 2149-1291 (2021) [Refereed Article] DOI: 10.29333/ejecs/828 [eCite] [Details] Co-authors: Mudwari N; Murphy C; Cuskelly M | |
| 2021 | Mudwari N, Cuskelly M, Murphy C, Beasy K, Aryal N, 'Impact of COVID-19 on refugee-background students during school shut down in Australia: a call for action', Teachers and Curriculum, 21, (1) pp. 71-76. ISSN 2382-0349 (2021) [Refereed Article] DOI: 10.15663/tandc.v21i1.356 [eCite] [Details] Co-authors: Mudwari N; Cuskelly M; Murphy C | |
| 2020 | Beasy K, 'Interpretations of sustainability beyond the middle class', Australian Journal of Environmental Education, 36, (3) pp. 246-263. ISSN 2049-775X (2020) [Refereed Article] DOI: 10.1017/aee.2019.25 [eCite] [Details] Citations: Scopus - 2Web of Science - 2 | |
| 2020 | Beasy 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] Co-authors: Emery S; Nailon DL | |
| 2020 | Beasy 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 - 14Web of Science - 8 Co-authors: Emery SG; Dyer L; Coleman B; Bywaters D; Crawford J; Swarts K; Jahangiri S | |
| 2020 | Beasy 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 - 3Web of Science - 3 Co-authors: Gale F | |
| 2020 | Beasy 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 | |
| 2018 | Ellison 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 - 9Web of Science - 7 Co-authors: Ellison JC | |
| 2018 | Verlie 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 - 4 Co-authors: Emery S; Coleman B; Kezabu K | |
| 2016 | Beasy 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 | |
| 2016 | Coleman 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] Co-authors: Coleman B; Brett P | |
| 2013 | Beasy 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 |
Book
(1 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2021 | MacDonald A, Beasy K, 'Water [shed] Education kit', Earth Arts Rights Inc Publishing, Australia, pp. 1-80. ISBN 9780646854069 (2021) [Authored Other Book] Co-authors: MacDonald A |
Chapter in Book
(5 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Beasy 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, pp. 436-450. ISBN 9783031047633 (2022) [Research Book Chapter] Co-authors: Gale F | |
| 2020 | Beasy 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 | |
| 2019 | Emery 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 - 2Web of Science - 1 Co-authors: Emery S; Coleman B | |
| 2019 | Swee 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] | |
| 2018 | Beasy 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] |
Conference Publication
(14 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2021 | Emery 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] Co-authors: Emery S | |
| 2019 | Beasy K, 'Sustain-a-what?', Queechy High School, 17 May, Launceston, Tasmania (2019) [Keynote Presentation] | |
| 2019 | Beasy 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] | |
| 2019 | Grant 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] Co-authors: Grant R | |
| 2018 | Beasy 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] Co-authors: Emery S; Coleman B; Grant R | |
| 2018 | Beasy 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] Co-authors: Dyer L; Grant RF; Coleman BJ; Emery SG | |
| 2018 | Beasy KM, Grant RF, Coleman BJ, Emery SG, 'Context matters: Supporting staff working with LGBT students in schools', #GEACONF2018, December, Newcastle, Australia (2018) [Conference Extract] Co-authors: Grant RF; Coleman BJ; Emery SG | |
| 2018 | Emery 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] Co-authors: Emery S; Coleman B | |
| 2018 | Emery 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] Co-authors: Emery S; Crawford J; Green W | |
| 2018 | Murphy 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] Co-authors: Murphy C; Mainsbridge C; Page L; Reaburn R; Stanford S | |
| 2016 | Beasy 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] | |
| 2016 | Beasy 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] Co-authors: Peterson C | |
| 2016 | Beasy 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] Co-authors: O'Dowd M | |
| 2016 | Beasy 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] Co-authors: Peterson CJ; Tomlinson A |
Contract Report, Consultant's Report
(3 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2020 | Ripoll Gonzalez L, Beasy K, 'Sustainable Schools Network 2020 Sustainability Symposium: Industry Report', Sustainable Schools Network, Australia (2020) [Consultants Report] Co-authors: Ripoll Gonzalez L | |
| 2018 | Beasy KM, Bathish L, 'Every Child Succeeds Report: The greater Launceston area', Anglicare Tasmania, Australia (2018) [Contract Report] | |
| 2010 | Ellison 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] Co-authors: Ellison JC; White ME; Poole MD; McNab SLP; Walford H |
Thesis
(1 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2018 | Beasy K, 'Encounters with sustainability in Tasmania: An interpretive inquiry' (2018) [PhD] |
Other Public Output
(20 outputs)| Year | Citation | Altmetrics |
|---|---|---|
| 2022 | Beasy K, ''Where does climate change stand in the new curriculum', Interview with Emilie Lauer', Education Review Radio with Emilie Lauer, APN Educational Media, Sydney, Australia, 31 May 2022 (2022) [Media Interview] | |
| 2022 | Beasy K, Lucas C, Mocatta G, Pecl GT, Kelly Rachel, 'How well does the new Australian curriculum prepare young people for climate change?', The Conversation, The Conversation Media Group Ltd, Australia, 23 May 2022 (2022) [Newspaper Article] Co-authors: Lucas C; Mocatta G; Pecl GT; Kelly Rachel | |
| 2022 | Beasy KM, ''Climate Change and the School Curriculum', Interview with Danae Gibson', RTRFM Radio -Breakfast with Danae Gibson, Community Radio, Perth, Australia, 27 May 2022 (2022) [Media Interview] | |
| 2020 | Beasy K, 'Green Waste Community: interview with Suzanne Derry', Less is More, Whooshkaa, Launceston City Park Radio, episode 5 (2020) [Media Interview] | |
| 2020 | Beasy 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] Co-authors: Murphy C; Hicks D; Muir T | |
| 2020 | Beasy 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] Co-authors: Murphy C; Hicks DJE; Muir TA | |
| 2020 | Muir 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] Co-authors: Muir T; Murphy C; Hicks D | |
| 2019 | Beasy K, 'Kids4kids: There is no planet b', Local News, The Examiner, Australia, 21 November (2019) [Newspaper Article] | |
| 2019 | Beasy K, 'Universities walk the talk on sustainability', The Educator, Australia (2019) [Newspaper Article] | |
| 2019 | Beasy K, Emery SG, 'Speed dating the Sustainable Development Goals', Education for Sustainability Tasmania, Tasmania, Australia, 16 September (2019) [Internal Newsletter] Co-authors: Emery SG | |
| 2019 | Beasy 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] Co-authors: Kilpatrick S; West M | |
| 2019 | Beasy 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] | |
| 2019 | Boyd 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] Co-authors: Emery S | |
| 2019 | Crawford 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] Co-authors: Crawford J; Emery S | |
| 2018 | Beasy K, 'UTAS' climate change week seeks to rally community behind climate action', The Examiner, Launceston, Tasmania, October, p. 1. (2018) [Newspaper Article] | |
| 2018 | Beasy K, Grant R, 'More than just lip service: done right, awareness-raising days can pack a punch', The Conversation, Victoria, Australia (2018) [Magazine Article] Co-authors: Grant R | |
| 2018 | Beasy K, Grant R, Emery S, Coleman B, 'Inclusive Practices: Supporting Schools, Supporting Students', Summary Report, University of Tasmania, Australia (2018) [Government or Industry Research] Co-authors: Grant R; Emery S; Coleman B | |
| 2017 | Beasy KM, 'Recycling's future: can you still make a difference?', Life Matters, ABC Radio National, Sydney, Australia, 25 August 2017 (2017) [Media Interview] | |
| 2017 | Beasy KM, 'Pupils learn rubbish rules', The Advocate, Fairfax Regional Media, Australia, 10 November 2017 (2017) [Media Interview] | |
| 2017 | Beasy 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] |
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
10
Total funding
Projects
- Description
- The University of Tasmania hosts one of eight Drought Resilience Adoption and Innovation Hubs established across Australia under the Commonwealth's Future Drought Fund. Hubs are intended to be enduring institutions. The current proposal is about the Commonwealth's call to expand the Hubs' remit to service four priority areas under the National Agricultural Innovation Agenda. If funded, the Hub in Tasmania will need to operate under two agreements: the current agreement for the 'Drought Hub' and a new agreement that is about developing the Hub's pathway to expansion, while continuing to deliver to the 'Drought Hub' under the current agreement. This proposal presents the Hub's Statement of Claims on its ability and commitment to deliver practical activities and a business case that supports the National Agricultural Innovation Agenda
- Funding
- Department of Agriculture Water and the Environment ($2,499,999)
- Scheme
- Agricultural Innovation Hubs Program
- Administered By
- University of Tasmania
- Research Team
- Knowles SG; Mohammed CL; Kumar S; Field B; Jones ME; Anders RJ; Higgins VJ; Bryant M; Gracie AJ; Wilson MD; Harrison MT; Jordan GJ; O'Reilly-Wapstra JM; Barmuta LA; Remenyi TA; Kang BH; Amin M; Fraser SP; Kilpatrick SI; Barnes NR; Beasy KM; Stoeckl NE; D'Alessandro SP; Tian J; Chuah S; Norris K; Ferguson SG; Auckland SRJ; Evans KJ
- Period
- 2022 - 2023
- Description
- Water is a major asset for Tasmania linked to livelihoods, energy production, irrigated and rainfed agriculture, environmental management and conservation. Competing demands forwater intensify during droughts and as hot and dry years increase in number. Wise and fair water management requires a multi-stakeholder partnership to innovate for droughtresilience, optimal water management and self-reliance. Our Hub will enable drought preparedness in Tasmania through collective and co-designed actions that sustain Tasmania'shigh-value, clean, green international brand. We will engage with local knowledge and land stewardship through a deliberate and negotiated process and uphold the rights ofTasmanian Aboriginal people to benefit from innovations they enable. The Hub, for the first time, brings together the major players - farmers, land and water managers, researchers,and indigenous knowledge owners - who, together can reduce the risks associated with drought in Tasmania.
- Funding
- Department of Agriculture Water and the Environment ($9,530,969)
- Scheme
- Future Drought Fund
- Administered By
- University of Tasmania
- Research Team
- Knowles SG; Mohammed CL; Kumar S; Field B; Harris R; Jones ME; Anders RJ; Higgins VJ; Bryant M; Harrison MT; Gracie AJ; Wilson MD; Jordan GJ; O'Reilly-Wapstra JM; Barmuta LA; Remenyi TA; Kang BH; Amin M; Maiti A; Fraser SP; Kilpatrick SI; Barnes NR; Beasy KM; Coleman BJ; Stoeckl NE; D'Alessandro SP; Tian J; Chuah S; Norris K; Ferguson SG; Auckland SRJ; Evans KJ
- Period
- 2021 - 2024
- 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 children's outcomes on two domains on the AEDC index - physical and health-related outcomes; and children's 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
- 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
- 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
- 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
- Description
- 'The Kids4Kids Conference: Don't 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: Don't 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 university's efforts to play a critical role in education in the region. The focus of the event on children's learning about the environment and sustainability is particularly relevant for the region. The region's 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 region's 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
- 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
- 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
- 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 Australia's 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 state's 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 people's 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
8
Current
| Degree | Title | Commenced |
|---|---|---|
| PhD | Towards Inclusive Education for Refugee Children: Exploring barriers of inclusion of culturally and linguistically diverse [CALD] students in Tasmanian primary schools | 2018 |
| PhD | Developing Critical Thinking in Students' Critical Writing through an English Literature Course in a Chinese Medical University | 2019 |
| PhD | How Schools in Tasmania are Accommodating the Physical, Social and Emotional needs of Transgender and Gender Diverse Students through Policy and Practice | 2019 |
| PhD | Responding 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 relevance | 2019 |
| PhD | Construction of Gendered identities in Pakistani Curriculum and their Potential Influence on the Lives of Women | 2019 |
| PhD | Students Diversity Management in Ethiopian Public Universities: Practices and Challenge | 2020 |
| PhD | Tasmania's sustainable food systems transformation: Holistic approaches for New Tasmanians | 2022 |
| PhD | Civil Society led Alternative Food Movements and their change potential, an analysis of the response from civil society in Australia to the unsustainable, ultraprocessed and unjust food system | 2022 |