Sally Baker

Lecturer
Senior Lecturer

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
    Other Languages Spoken
    Italian, Spanish, Castilian
    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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    Lenette C; Baker S; Hirsch A, 2019, 'Systemic policy barriers to meaningful participation of students from refugee and asylum seeking backgrounds in Australian higher education: Neoliberal settlement and language policies and (deliberate?) challenges for meaningful participation', in McBrien J (ed.), Educational Policies and Practices of English-Speaking Refugee Resettlement Countries, Brill / Sense, pp. 88 - 109, https://brill.com/view/book/edcoll/9789004401891/front-10.xml
    2019
    Ollerhead S; Baker S, 2019, 'Is there any appetite for "linguistic hospitality" in monolingual educational spaces?: the case for translanguaging in Australian higher education', in Anderson V; Johnson H (ed.), Migration, Education, and Translation Cross-disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings, Routledge, LondonA, pp. 145 - 160
    2019
    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, http://dx.doi.org/10.1163/9789004348905-003
    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, http://dx.doi.org/10.4324/9781315669373
    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, http://unistars.org/papers/STARS2015.pdf
    2015
    Journal articles
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    Fox A; Baker S; Charitonos K; Jack V; Moser-Mercer B, 2020, 'Ethics-in-practice in fragile contexts: Research in education for displaced persons, refugees and asylum seekers', British Educational Research Journal, vol. 46, pp. 829 - 847, http://dx.doi.org/10.1002/berj.3618
    2020
    Baker S; Ulpen T; Irwin EL, 2020, 'A viable equity mechanism for all? Exploring the diversity of entry requirements and supports in Australian enabling education', Higher Education Research and Development, pp. 1 - 15, http://dx.doi.org/10.1080/07294360.2020.1801600
    2020
    Mupenzi A; Mude W; Baker S, 2020, 'Reflections on COVID-19 and impacts on equitable participation: the case of culturally and linguistically diverse migrant and/or refugee (CALDM/R) students in Australian higher education', Higher Education Research and Development, pp. 1 - 5, http://dx.doi.org/10.1080/07294360.2020.1824991
    2020
    Baker S; Irwin E; Freeman H, 2020, 'Wasted, manipulated and compressed time: adult refugee students’ experiences of transitioning into Australian higher education', Journal of Further and Higher Education, vol. 44, pp. 528 - 541, http://dx.doi.org/10.1080/0309877X.2019.1586849
    2020
    Hartley L; Baker S; Fleay C; Burke R, 2019, ''My study is the purpose of continuing my life': The experience of accessing university for people seeking asylum in Australia', Australian Universities Review, vol. 61, pp. 4 - 13, https://files.eric.ed.gov/fulltext/EJ1228238.pdf
    2019
    Baker S; Ramsay G; Lenette C, 2019, 'Students from Refugee and Asylum Seeker Backgrounds and Meaningful Participation in Higher Education: From Peripheral to Fundamental Concern', Widening Participation and Lifelong Learning, vol. 21, pp. 4 - 19, http://dx.doi.org/10.5456/wpll.21.2.4
    2019
    Baker S; Due C; Rose M, 2019, 'Transitions from education to employment for culturally and linguistically diverse migrants and refugees in settlement contexts: what do we know?', Studies in Continuing Education, pp. 1 - 15, http://dx.doi.org/10.1080/0158037X.2019.1683533
    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
    Baker S; Irwin E, 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, http://dx.doi.org/10.1080/02671522.2019.1633561
    2019
    Burke R; Shaw E; Baker S, 2019, 'Literacy autobiographies in pre-service teacher education: opportunities for therapeutic writing in widening participation contexts', Widening Participation and Lifelong Learning, vol. 21, pp. 151 - 161, http://dx.doi.org/10.5456/wpll.21.3.151
    2019
    Nayton C; Baker S, 2019, 'Ethics and consent in settlement service delivery', Forced Migration Review, vol. 61, pp. 26 - 27, https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/ethics/nayton-baker.pdf
    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
    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
    Ramsay G; Baker S, 2019, 'Higher education and students from refugee backgrounds: A meta-scoping study', Refugee Survey Quarterly, vol. 38, pp. 55 - 82, http://dx.doi.org/10.1093/rsq/hdy018
    2019
    Nayton C; Baker S, 2019, 'Ethics and consent in settlement service delivery', Forced Migration Review, vol. 61, pp. 26 - 27,
    2019
    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, http://dx.doi.org/10.1177/1474022217722433
    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
    Thapliyal N; Baker S, 2018, 'Research with former refugees Moving towards an ethics in practice', AUSTRALIAN UNIVERSITIES REVIEW, vol. 60, pp. 49 - 56, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000441591700006&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a29b250adbe88d1
    2018
    Baker S; Irwin E; Dantas J; Taiwo M; Gower S; Singh S, 2018, 'Context and Implications Document for: Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', British E, http://dx.doi.org/10.1002/rev3.3142
    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, http://dx.doi.org/10.31274/jctp-180810-107
    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, http://dx.doi.org/10.1080/13562517.2017.1332028
    2018
    Baker S; Bangeni B; Burke R; Hunma A, 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, http://dx.doi.org/10.1080/07294360.2018.1540554
    2018
    Baker S; Irwin E; Dantas J; Taiwo M; Gower S; Singh S, 2018, 'Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds', British Educational Research Journal, http://dx.doi.org/10.1002/rev3.3133
    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, http://journal.aall.org.au/index.php/jall/article/view/520/292
    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, http://journal.aall.org.au/index.php/jall/article/view/521/287
    2018
    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
    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, http://dx.doi.org/10.3167/latiss.2016.090203
    2016
    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, http://dx.doi.org/10.1080/02602938.2015.1082174
    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, http://dx.doi.org/10.1007/s13384-016-0211-x
    2016
    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
    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, 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, http://dx.doi.org/10.1080/17457823.2013.792504
    2013
    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. A-35 - A-49, http://journal.aall.org.au/index.php/jall/article/viewArticle/265
    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,
    Reports
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    Baker S; Lenette C, 2019, Australian OUR forum (Project Eucalyptus) Collaborate, Create & Change: Post-Forum Report, https://apo.org.au/node/222161
    2019
    Hartley L; Fleay C; Baker S; Burke R; Field R, 2018, People seeking asylum in Australia: Access & support in higher education, Curtin University, Perth, https://www.ncsehe.edu.au/publications/people-seeking-asylum-in-australia-access-and-support-in-higher-education/
    2018
    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
    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, http://www.aall.org.au/sites/default/files/Baker-Irwin_AALL-report-final_project_2014-2-1.pdf
    2015
    • Invited speaker in ‘Futuring Education for a Changing World: Challenges, Innovation and Opportunities’ panel at the inaugural Refugee Alternatives conference at UNSW (http://www.refugeealternatives.org.au), February 23 2017. 

     

    • Recipient of Visiting Fellowship at Cape Peninsula University of Technology (funded by the South African National Research Foundation): February 2017: As recognition of my expertise in the areas of academic literacies, equity and alternative entry education, I was invited to be a visiting researcher at Cape Peninsula University of Technology in South Africa in February 2017. This visit was funded by a National Research Foundation (South Africa) ‘Knowledge Interchange and Collaboration Programme’ grant for the purpose of vising the Fundani Centre for Higher Education and working with Extended Curriculum Programme (ECP) teachers. During this visit, I drew on my experiences of English language teaching to develop a workshop for ECP teachers on issues related to transition and academic literacies, and suggest pedagogical practices and strategies to help foreground language, reading and writing in their classes.

     

    • Selected Featured Symposium to represent the Australian Association for Research in Education (AARE) at the British Educational Research Association (BERA) conference, 5-7 September in Brighton, UK. Baker, S.; Irwin, E.; Ramsay, G.; Fagan, S.; Taiwo, M.; Gower, S. (2017). Researching pathways into higher education with students from refugee backgrounds: Exploring the conceptual, methodological and ethical challenges.

    Recent research grants

    • (2017) National Centre for Student Equity in Higher Education Grant ($39,899): People seeking asylum: Access and support in higher education, in partnership with Curtin University and the University of Newcastle;
    • (2016) Association for Academic Language & Learning: Research & Resource Development Grant ($3998): A national audit of numeracy (as part of academic literacies) in enabling programs in Australian universities;
    • (2016) Australian Government Higher Education Participation Program National Priorities Pool Grant ($49,977): Indigenous enabling: ‘what works’? Developing a national conversation around enabling education for Aboriginal and Torres Strait Islander students through a comprehensive audit of current provision;
    • (2015) Australian Government Office for Learning and Teaching grant ($347,000): (Re)claiming social capital: improving language and cultural pathways for refugee students into Australian higher education, in partnership with Macquarie University and Curtin University.
    • (2015) Centre of Excellence for Equity in Higher Education (University of Newcastle) seed grant ($18,802): This project explored undergraduate students from refugee backgrounds’ sense of belonging to their institution and studies, using a participatory-reciprocal methodology.
    • (2015) Centre of Excellence for Equity in Higher Education (University of Newcastle) seed grant ($19,991): This seed funding project examined issues of equity in the context of postgraduate coursework study

    Refugee students

    Equity and higher education

    Academic language

    Academic literacies

    Culturally and Linguistically Diverse students

    Educational transitions

    Baker S; Lenette C, 2019, Higher English entry standards for international students won’t necessarily translate to success, https://theconversation.com/higher-english-entry-standards-for-international-students-wont-necessarily-translate-to-success-110350
    2019
    Baker S; Dantas J, 2018, Universities need to do more to support refugee students, http://theconversation.com/universities-need-to-do-more-to-support-refugee-students-97185
    2018
    Baker S; Burke R, 2017, English language bar for citizenship likely to further disadvantage refugees, The Conversation, Australia, https://theconversation.com/english-language-bar-for-citizenship-likely-to-further-disadvantage-refugees-76520
    2017
    Baker S; Ramsay G, 2016, How students from non-English-speaking backgrounds learn to read and write in different ways, The Conversation, Australia, https://theconversation.com/how-students-from-non-english-speaking-backgrounds-learn-to-read-and-write-in-different-ways-59910
    2016
    Subject areas