Decisions and Dilemmas of Research Methods in Early Childhood Education

Keary, A., Scull, J., Garvis, S., & Walsh, L. (2022) (Eds.). Routledge.

Chapter 1 
Keary, A., & Faulkner, J. Exploring conflict in early childhood learning in Israel: A multi-vocal case study. 

Chapter 5 
Keary, A., Reupert, A., & Garvis, S. ECEC for refugee families: Views from the third space.

Chapter 8
Walsh, L., Kirkby, J., & Keary, A.  Complexities and tensions of industry-commissioned evaluations.

Women navigating the ‘Academic Olympics’: Achieving activism through collaborative autoethnography

Susie Garvis, Heidi Harju-Luukkainen, Anne Keary & Tina Yngvesson (2021).
In AL Black & R Dwyer (Eds.). Reimagining the Academy (pp. 175-193). Palgrave Macmillan, Cham.


The authors draw upon the metaphor of the ‘infinite game’ (Harré, N., Grant, B. M., Locke, K., & Sturm, S., The university as an infinite game: Revitalising activism in the academy. Australian Universities Review, 59(2), 5–13, 2017) and show how they have become responsible for change in the university and created spaces supportive for women. They are engaging in activism through collaborative autoethnography, reflecting on their stories and critiquing struggles and marginalisation to show dilemmas and successes produced within academic institutions. They create four vignettes of being academic women in different countries, identifying contradictions faced in their daily work within an ‘Academic Olympics’. The authors propose that through respecting and valuing the diversity that women bring to their work in the academy, universities can be nudged towards infinite possibilities: valuing connection and collaboration and creating networks that foster the creation of more supportive cultures.

Creating a sense of belonging through self-care strategies in higher education

Susie Garvis, Anne Keary, Heidi Harju-Luukkainen, Donna Pendergast & Tina Yngvesson (2021).
In N. Lemon (Ed.). Healthy relationships in higher education: Promoting wellbeing across academia. Routledge


Our stories and experiences shape the creation of this chapter as a collaborative auto-ethnographic study. Our specific focus is on self-care strategies we implement collectively and individually to create a space and sense of belonging for us as women working within higher education. The concept is our visual sharing which moves beyond local, national, and international borders as we are located across the world, grouped together by a common interest to support each other in our careers as well as our own wellbeing. We have met at various points along our academic career and institutions, allowing us to grow our group in a circle of care beyond our immediate context. We share our strategies through the use of photos and images, that provide meaning in relation to mentoring, friendships, and family support. Our sharing of images also allows opportunities for us to move beyond the business of the university working life and find space for the ‘here and now’ to develop a sense of purpose within our work. Our reflections highlight the importance of quiet in our daily life allowing us to breathe, re- activate and refresh for tasks ahead. We believe that by sharing our reflections, we also open up spaces for social justice and provide examples of alternate ways of working to reduce burnout, stress, and fatigue from academic work. We also show the importance of women supporting each other within the academic institution. Through collaboration and sharing, we promote a culture of belonging for our- selves and others, allowing us to move from survival to continual renewal within academic work.

The chapter begins within an overview of the literature before sharing our collaborative auto-ethnographies. We conclude with practical advice, based on our experiences, for women wanting to create spaces of belonging.

Multi-vocal voices of refugees: A case study of Rohingya refugees in Bangladesh

Suban Kumar Chowdhury, Anne Keary Andrea Reupert and Eisuke Saito
First Published June 21, 2021 – Research Article


The inflow of Rohingya refugees from Myanmar experiencing trauma and torture is a major global issue. This article explores relationships with local communities as they are represented in the multi-vocal voices of Rohingya refugees. Interviews and focus groups were conducted with a group of Rohingya refugees based in the Kutupalong refugee camp in Bangladesh along with observations of camp life. Twenty participants were interviewed. The observations provide insights into the feelings of anxiety among the Rohingya refugees. Yet, the findings also suggest that the refugees hold out hope that in Bangladesh they will find a sense of belonging. The study draws on Bakhtin’s notion of heteroglossia as positioned through sociological discourse, to reflect the social experiences of refugee young people and their families. The intent of the article is to open up, rather than to close off engagement with the issue – furthering awareness and possible actions to be taken. 

Trapped in Protected Refugee Camps: ‘Please Help Me to Survive’

Suban Kumar Chowdhury (University of Rajshahi, Bangladesh), Anne Keary and Eisuke Saito (Monash University)
Originally published in ‘Redress’, vol 28 No. 2 December 2019.A publication of the Association of Australian Women’s Educator (AWE)


The resettlement of refugees who have experienced displacement, trauma and torture is of major global concern. This article reports on a Bangladeshi researcher’s perceptions of the resettlement of Rohingya refugees in a protected camp in Bangladesh. The first author visited and interviewed a group of Rohingya refugees to learn about their experiences and perceptions about resettlement in Bangladesh. Notes were taken from interviews and observations conducted to gain insights into the physical and emotional state of the refugees. Significant problems were documented that were associated with poor living conditions, apparent resentment from the local community towards the refugees and a building-up of atrocious
circumstances that these peoples face on a daily basis. This article offers a partial lens into these conditions that appear to be worsening. Implications for schooling of children and young women are discussed. Questions are raised about global responsibility for refugees who are part of the social and cultural fabric of communities abroad and in Australia.