Sally Baker is a Lecturer of TESOL and Literacies in the School of Education, Faculty of Arts and Social Sciences, at the University of New South Wales in Sydney, Australia. She is the Education focal point in the Forced Migration Research Network (FMRN@UNSW).

Sally's research explores issues of equity in higher education, with her research interests including higher education equity and language policy, the educational experiences of students from refugee and culturally and linguistically diverse backgrounds, academic literacies, transitions, and methodological issues and longitudinal qualitative research. Sally is also the Co-Chair of the Refugee Education Special Interest Group, which is supported by the Refugee Council of Australia and the Multicultural Youth Advocacy Network.

 

    Current teaching

    • EDST5454 - Developing Literacies
    • EDST5139 - Language, Literacy and Numeracy
    Subject areas

    Publications

    Books
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    Stevenson J; Baker S, 2018, Refugees in Higher Education Debate, Discourse and Practice, Emerald Group Publishing
    2018
    Book Chapters
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    Baker S, 2018, 'Transition in students' reading and writing: The case of a-levels to University in the UK', in Studies in Writing, pp. 11 - 46,
    2018
    Baker S; Cremin T, 2016, 'Teachers' identities as writers: Teacher, support staff and pupil accounts of the role of emotion in the writing classroom', in Writer Identity and the Teaching and Learning of Writing, pp. 98 - 114,
    2016
    Conference Papers
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    Baker S; Irwin E, 2015, 'Students’ reading and writing ‘in transition’: what lessons can be learnt from a case study of A-levels to university transitions to help enabling educators to ‘bridge the gap’ into undergraduate study?', in Nelson K; Field R (ed.), UniSTARS 2015: Students Transitions Achievement Retention & Success, UniSTARS 2015: Students Transitions Achievement Retention & Success, Melbourne, pp. 1 - 11, presented at UniSTARS 2015: Students Transitions Achievement Retention & Success, Melbourne, 01 July 2015 - 04 July 2015,
    2015
    Journal articles
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    2019, 'Wasted, manipulated and compressed time: adult refugee students’ experiences of transitioning into Australian higher education', Journal of Further and Higher Education, pp. 1 - 14,
    2019
    Baker S; Irwin E; Freeman H, 2019, 'Wasted, manipulated and compressed time: adult refugee students’ experiences of transitioning into Australian higher education', Journal of Further and Higher Education,
    2019
    Ramsay G; Baker S, 2019, 'Higher education and students from refugee backgrounds: A meta-scoping study', Refugee Survey Quarterly, vol. 38, pp. 55 - 82,
    2019
    Nayton C; Baker S, 2019, 'Ethics and consent in settlement service delivery', Forced Migration Review, vol. 61, pp. 26 - 27,
    2019
    Baker S; Bangeni B; Burke R; Hunma A, 2019, 'The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study', Higher Education Research and Development, vol. 38, pp. 142 - 156,
    2019
    2019, 'Disrupting the dominance of ‘linear pathways’: how institutional assumptions create ‘stuck places’ for refugee students’ transitions into higher education', Research Papers in Education, pp. 1 - 21,
    2019
    2019, 'Ethics and consent in settlement service delivery', Forced Migration Review, vol. 61, pp. 26 - 27
    2019
    Baker S; Irwin E; Taiwo M; Singh S; Gower S; Dantas J, 2019, 'Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', REVIEW OF EDUCATION, vol. 7, pp. 5 - 32,
    2019
    Baker S; Irwin E; Taiwo M; Singh S; Gower S; Dantas J, 2019, 'Context and Implications Document for: Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', REVIEW OF EDUCATION, vol. 7, pp. 33 - 35,
    2019
    2018, 'Context and Implications Document for: Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', British E,
    2018
    Burke R; Thapliyal N; Baker S, 2018, 'The weaponisation of language: English proficiency, citizenship and the politics of belonging in Australia', Journal of Critical Thought and Praxis, vol. 7, pp. 84 - 102,
    2018
    Baker S; Ramsay G; Irwin E; Miles L, 2018, '’Hot’, ’Cold’ and ’Warm’ supports: Towards theorising where refugee students go for assistance at university', Teaching in Higher Education, vol. 23, pp. 1 - 16,
    2018
    2018, 'The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study', Higher Education Research and Development, vol. 38, pp. 142 - 156,
    2018
    Thapliyal N; Baker S, 2018, 'Research with former refugees Moving towards an ethics in practice', AUSTRALIAN UNIVERSITIES REVIEW, vol. 60, pp. 49 - 56,
    2018
    Baker S; Irwin E; Freeman H; Nance S; Coleman J, 2018, 'Building cultural and linguistic bridges: Reflections on a program designed to support adult students from refugee backgrounds' transitions into university', JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, vol. 12, pp. A64 - A80,
    2018
    Baker S, 2018, 'Shifts in the treatment of knowledge in academic reading and writing: Adding complexity to students’ transitions between A-levels and university in the UK', Arts and Humanities in Higher Education, vol. 17, pp. 388 - 409,
    2018
    Irwin E; Baker S; Carter B, 2018, 'What 'counts' as numeracy preparation in enabling education programs? Results of a national audit', JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, vol. 12, pp. A141 - A155,
    2018
    2018, 'Research with former refugees Moving towards an ethics in practice', AUSTRALIAN UNIVERSITIES REVIEW, vol. 60, pp. 49 - 56
    2018
    Baker S, 2016, 'Students’ writing ‘in transition’ from A-levels to university: how assessment drives students’ understandings, practices and discourses', Assessment and Evaluation in Higher Education, vol. 42, pp. 18 - 36,
    2016
    Baker S; Irwin E, 2016, 'Core or periphery? The positioning of language and literacies in enabling programs in Australia', Australian Educational Researcher, vol. 43, pp. 487 - 503,
    2016
    Baker S; Stirling E, 2016, 'Liminal spaces, resources and networks Facebook as a shaping force for students' transitions into higher education', LEARNING AND TEACHING-THE INTERNATIONAL JOURNAL OF HIGHER EDUCATION IN THE SOCIAL SCIENCES, vol. 9, pp. 42 - 65,
    2016
    2016, 'Liminal spaces, resources and networks Facebook as a shaping force for students' transitions into higher education', LEARNING AND TEACHING-THE INTERNATIONAL JOURNAL OF HIGHER EDUCATION IN THE SOCIAL SCIENCES, vol. 9, pp. 42 - 65,
    2016
    Cremin T; Baker S, 2014, 'Exploring the discursively constructed identities of a teacher-writer teaching writing', English Teaching, vol. 13, pp. 30 - 55
    2014
    Baker S; Brown BJ; Williams E, 2014, 'Illuminating a Resilient Rural Culture in Twentieth Century Y Fro Gymraeg Using Bourdieu's Bearn', Sociologia Ruralis, vol. 54, pp. 40 - 56,
    2014
    Baker S, 2013, 'Transitions and shifting understandings of writing: Building rich pictures of how moving from school to university is experienced through exploration of students' discourses of writing', JOURNAL OF ACADEMIC LANGUAGE AND LEARNING, vol. 7, pp. A35 - A49,
    2013
    Baker S, 2013, 'Conceptualising the use of Facebook in ethnographic research: As tool, as data and as context', Ethnography and Education, vol. 8, pp. 131 - 145,
    2013
    2013, 'Transitions and shifting understandings of writing: building rich pictures of how moving from school to university is experienced through exploration of students’ discourses of writing', Journal of Academic Language and Learning, vol. 7, pp. A-35 - A-49,
    2013
    Brown B; Baker S; Day G, 2011, 'Lives Beyond Suspicion: Gender and the Construction of Respectability in Mid-twentieth Century Rural North Wales', Sociologia Ruralis, vol. 51, pp. 370 - 386,
    2011
    Cremin T; Baker S, 2010, 'Exploring teacher-writer identities in the classroom: Conceptualising the struggle', English Teaching, vol. 9, pp. 8 - 25
    2010
    Baker S; Brown B, 2009, 'Harbingers of feminism? Gender, cultural capital and education in mid-twentieth-century rural Wales', Gender and Education, vol. 21, pp. 63 - 79,
    2009
    Baker S; Brown BJ, 2008, 'Habitus and homeland: Educational aspirations, family life and culture in autobiographical narratives of educational experience in rural wales', Sociologia Ruralis, vol. 48, pp. 57 - 72,
    2008
    Baker S; Brown B, 2007, 'Images of excellence: Constructions of institutional prestige and reflections in the university choice process', British Journal of Sociology of Education, vol. 28, pp. 377 - 391,
    2007
    Baker S; Brown BJ; Fazey JA, 2006, 'Mental health and higher education: Mapping field, consciousness and legitimation', Critical Social Policy, vol. 26, pp. 31 - 56,
    2006
    Baker S; Williams B; Jones D; Fazey J, 2001, 'The Pendine pathways project in the independent sector.', Nursing standard (Royal College of Nursing (Great Britain) : 1987), vol. 15, pp. 41 - 42,
    2001
    Baker S; Irwin E, 'Disrupting the dominance of ‘linear pathways’: how institutional assumptions create ‘stuck places’ for refugee students’ transitions into higher education', Research Papers in Education, pp. 1 - 21,
    Media
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    Baker S; Dantas J, 2018, Universities need to do more to support refugee students,
    2018
    Baker S; Burke R, 2017, English language bar for citizenship likely to further disadvantage refugees, The Conversation, Australia,
    2017
    Baker S; Ramsay G, 2016, How students from non-English-speaking backgrounds learn to read and write in different ways, The Conversation, Australia,
    2016
    Reports
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    Hartley L; Fleay C; Baker S; Burke R; Field R, 2018, People seeking asylum in Australia: Access & support in higher education, Curtin University, Perth,
    2018
    2018, People seeking asylum in Australia: Access & support in higher education, Curtin University, Perth
    2018
    Irwin E; Baker S; Carter B, 2018, A national stocktake of numeracy provision in enabling courses in Australian Higher Education: Final Report, Association for Academic Language and Learning, ID: 15/3)
    2018
    Baker S; Irwin E, 2015, A national audit of academic literacies provision in enabling courses in Australian Higher Education (HE) Report compiled for the Association of Academic Language & Learning, Association for Academic Language & Learning, Association for Academic Language and Learning,
    2015