“Dr Brabazon was a truly amazing and gifted teacher. I took her units early on in my studies and they had big impact on my academic success. She is supportive and wants to see all her students do well. I wish that all students were able to study with leactures such as Tara”
About
I am the Professor of Cultural Studies at Flinders University (Australia), Fellow of the…
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The circles - and roundabouts - of an academic life. A writing life. In 2016 nine years ago today - I had the joy of speaking at the fabulous…
The circles - and roundabouts - of an academic life. A writing life. In 2016 nine years ago today - I had the joy of speaking at the fabulous…
Shared by Tara Brabazon AM
Experience
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Education
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5 subjects to complete the certificate
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Licenses & Certifications
Publications
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Popular Music: Topics, Trends, Trajectories
SAGE
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The Revolution will not be Downloaded: Dissent in the Digital Age
Chandos
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Thinking Pop: War, Terrorism and Writing
Ashgate
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The University of Google: education in the (post) information age
Ashgate
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Playing on the Periphery: Sport, Memory, Identity
Routledge
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From Revolution to Revelation: Generation X, Popular Culture, Popular Memory
Ashgate
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Liverpool of the South Seas: Perth and its Popular Music
University of Western Australia Press
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Digital Hemlock: Internet Education and the Poisoning of Teaching
University of New South Wales Press
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Ladies who Lunge: Celebrating Difficult Women
University of New South Wales Press
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Tracking the Jack: the retracing of the Antipodes
University of New South Wales Press
Honors & Awards
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Global Listening Festival 2024 Outstanding Presentation Award
Global Listening Festival
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Member of the Order of Australia (AM)
Governor General of Australia
https://news.flinders.edu.au/blog/2019/01/26/australia-day-honours-for-outstanding-flinders-achievers/
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College of Distinguished Educators
Flinders University
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National Centre for Action on Child Sexual Abuse
A co-designed research project funded by the National Centre and led by Professor Lynne McPherson, Centre for Children and Young People, Southern Cross University, has published its latest article. The project collaborated with victims and survivors to learn about what practices help or hinder disclosure, and critically, what support is needed at the point of disclosure and beyond. The research found that only a very small number of victims and survivors had supportive and safe adults to disclose to - and even then, responses were often inadequate or dismissive. Most victim-survivors had to disclose multiple times over their lives before being heard and supported. These findings highlight the urgent need to improve responses to children, young people and adults who have experienced child sexual abuse. The project aims to advance understanding of disclosure processes, improving service systems capacity to listen, hear and respond appropriately. Read the article: https://lnkd.in/gEAyeb5b #HereForChange #Research #Disclosure
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Crawford School of Public Policy
Australia needs a better understanding of the cost of living with disability and the inequalities between people with and without disability, write Crawford academics Honorary Associate Professor Sue Olney and Senior Research Fellow Sophie Yates. In a recent article published by The Australian Economic Review, they write Australia needs to develop a multidimensional framework of poverty, as according to both local and international research, people with disability need higher incomes to achieve the same standard of living as people without.
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The Group of Eight
Advocacy isn’t only about pushing forward, it’s about holding the line against policies that could do harm, The Group of Eight CE Vicki Thomson told the Keynote panel discussion this morning at the Association for Tertiary Education Management (ATEM) conference in Canberra. In an excellent discussion that kicked off day two at the conference and examined advocacy in higher education, she said that the current climate demands a different kind of advocacy than when she first started in the sector two and a half decades ago. A “defensive advocacy” was now needed which not only promotes policy but pushes back against misinformation and harmful policies. Ms Thomson also told the conference that Go8 research had shown that universities – especially research-intensive ones – were increasingly being viewed as part of the “elite” and that was presenting a strategic challenge to advocating for higher education and getting cut-through with both government and the public. The panel, entitled “Impact through advocacy - leading tertiary education in Australasia,” included Ms Thomson, Professor Barney Glover AO, Jobs and Skills Australia Commissioner, Chris Whelan, Chief Executive Officer, Universities New Zealand - Te Pōkai Tara, Jenny Dodd, Chief Executive Officer, TAFE Directors Australia and facilitated by Dr Tom Carruthers. #ATEM202 #HigherEducation #TertiaryEducation
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Janine Arantes (Aldous)
Teachers lead charge shaping classrooms Thank you to Peter Hanlon at The Australian Financial Review for this article. It was great to contribute to a piece that recognises the leadership, critical thinking, and responsible decision-making educators are demonstrating towards GenAI. The article reflects what many already know: teachers are leading innovation, resisting hype, and demanding responsible AI grounded in sound pedagogy. The article also points to organisations like Education Services Australia (ESA) and the eSafety Commissioner who are building capacity around digital safety and risk, and Wyndham Tech School, Brimbank Tech School and associated Communities and Practice empowering teachers and schools, which Smart Glasses Lab, coleader Dr. J Andrew Welsman has a wealth of knowledge about. What the article doesn’t point to, is academic integrity or assessment reform. With 72% of the teaching workforce identifying as women, and the rise of smart glasses, deepfakes, and covert surveillance through smartglasses, GenAI is not just a pedagogical issue - it’s a gendered workplace safety risk. This isn't down playing that work - it is uplifting the impacts GenAI has on student experience on placement. It demands we reconsider what 'classroom readiness' looks like. GenAI is reshaping student experience, and this shift cannot be ignored. To do so, is not only naïve - it is reckless. Further, in the article, I refer to www.AI4education.org, a free, open-access platform offering 40+ scenarios as a potential solution. The goal of these scenarios is simple: to improve student experience. Made possible thanks to Victoria University's Special Studies Program (SSP), these scenarios in 2025 alone, have been engaged with by educators from 29 countries and I hope they offer you practical activities to integrate into your curriculum too. Notably, however, this global interest, reinforces a broader truth: educators understand that the impact of GenAI on student experience is not limited to integrity or assessment reform. It includes digital safety, ethical innovation, protection from emerging harms, and inclusive, anticipatory governance. As universities prepare for the Code to Prevent and Respond to Gender-Based Violence, our AI strategies in teacher education must reflect the same principles: prevention, equity, care, and accountability. If practice about GenAI stays focused only learning outcomes, and plagiarism, it will miss deeper risks: deepfakes, biometric surveillance, and platform creep that impact student experience. Teachers are leading the way, lets do so in intital teacher education too. Our graduates must be equipped for a world where muck-up day this year could involve a deepfake of them, in a 'prank gone wrong'. This is the reality they are entering, and to equip them with anything less is a failure of duty of care. Massive thank you to Gemma Williams for VU research to have such great impact. #AIGE #AIgovernanceforEducation
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