Ms Samantha McMahon

B.Teach (Primary), B.Ed Hons I (Primary), PhD.
Early Career Development Fellow (Education Foundation Studies)

A35 - Education Building
The University of Sydney

Telephone +61 2 8627 5137

Website The AIME Research Partnership
NSW Institute for Educational Reserach

Biographical details

Sam is an educational sociologist who has previously worked at University of Wollongong. Her research explores how teachers' engagement with multiple knowledges effects the equity of student experience. Her mainly ethnographic research includes participation in The AIME Research Partnership (the Australian Indigenous Mentoring Experience) and NSW public primary schools. Sam works in initial teacher education, teaching units of study in the sociology of education, professional research projectsand pedagogical approaches in education. Her PhD thesis was a study of how preservice teachers' re/construct theirknowledge of students with challenging behaviour, during professional experience.

Research interests

Sam's research interests include sociology of education, medicalisation of child behaviour, pre-service teacher epistemology, inclusive education and teacher education. Her work tends to draw on poststructural theory and she has a passion for learningaboutIndigenous philosophies and methodologies.

Current projects

Sam is an active researcher in the AIME Research Partnership (https://aimeresearchpartnership.wordpress.com/)

Sam leads a 2017HEPPP funded project via her honorary position at University of Wollongong, "Disrupting mis/understandings of 'university as a big school". This project produced and evaluates a video resource that shows some of the key differences between university and school. The purpose of this project is to assist high school students, who experience socioeconomic disadvantage, to create more accurate understandings of what it is like to attend university.

Associations

NSW Institute of Educational Research, Treasurer

Awards and honours

2013 Beth Southwell Award for Outstanding PhD Thesis, from the NSW Institute of Eudcational Research

2013 Examiners' commendation for outstanding (PhD) thesis.

Selected publications

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Books

  • Hickey-Moody, A., Harwood, V., McMahon, S., O'Shea, S. (2017). The Politics of Widening Participation: Making Educational Futures. London: Routledge.
  • Harwood, V., Hickey-Moody, A., McMahon, S., O'Shea, S. (2016). Imagining University Education (forthcoming). UK: Routledge.

Book Chapters

  • McMahon, S., Hickey-Moody, A., Harwood, V. (2016). Challenging the myth that 'the parents don't care': family teachings about education for 'educationally disengaged' young people. In S. Dagkas & L. Burrows (Eds.), Families, young people, physical activity and health: Critical perspectives, (pp. 41-58). Abingdon, Oxon and New York: Routledge.
  • McMahon, S., Harwood, V. (2016). Confusions and conundrums during final practicum: A study of preservice teachers' knowledge of challenging behaviour. In E. Bendix Petersen & Z. Millei (Eds.), Interrupting the psy-disciplines in education, (pp. 145-166). London: Palgrave Macmillan.
  • Hickey-Moody, A., Harwood, V., McMahon, S. (2016). Feeling futures: The embodied imagination and intensive time. In D Bland (Eds.), Imagination for inclusion: Diverse contexts of educational practice, (pp. 128-140). Oxon GB & New York: Routledge.

Journals

  • Hartung, C., Barnes, N., Welch, R., O'Flynn, G., Uptin, J., McMahon, S. (2017). Beyond the academic precariat: a collective biography of poetic subjectivities in the neoliberal university. Sport Education and Society, 22(1), 40-57. [More Information]
  • Harwood, V., Jones, S., Bonney, A., McMahon, S. (2017). Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999-2009. International Journal of Qualitative Studies on Health and Well-Being, 12(Sup 1), 1298262. [More Information]
  • McMahon, S., Harwood, V., Bodkin-Andrews, G., O'Shea, S., McKnight, A., Chandler, P., Priestly, A. (2017). Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice. Pedagogy, Culture and Society, 25(1), 43-58. [More Information]
  • McMahon, S., Harwood, V., Hickey-Moody, A. (2016). 'Students that just hate school wouldn't go': educationally disengaged and disadvantaged young people's talk about university education. British Journal of Sociology of Education, 37(8), 1109-1128. [More Information]
  • O'Shea, S., McMahon, S., Priestly, A., Bodkin-Andrews, G., Harwood, V. (2016). 'We are history in the making and we are walking together to change things for the better': Exploring the flows and ripples of learning in a mentoring programme for Indigenous young people. Education as Change, 20(1), 59-84. [More Information]
  • Harwood, V., McMahon, S., O'Shea, S., Bodkin-Andrews, G., Priestly, A. (2015). Recognising aspiration: the AIME program's effectiveness in inspiring Indigenous young people's participation in schooling and opportunities for further education and employment. Australian Educational Researcher, 42(2), 217-236. [More Information]
  • McMahon, S. (2012). Doctors diagnose, teachers label: the unexpected in pre-service teachers' talk about labelling children with ADHD. International Journal of Inclusive Education, 16(3), 249-264. [More Information]
  • Welch, R., McMahon, S., Wright, J. (2012). The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges. Discourse: Studies in the Cultural Politics of Education, 33(5), 713-728. [More Information]

2017

  • Hartung, C., Barnes, N., Welch, R., O'Flynn, G., Uptin, J., McMahon, S. (2017). Beyond the academic precariat: a collective biography of poetic subjectivities in the neoliberal university. Sport Education and Society, 22(1), 40-57. [More Information]
  • Harwood, V., Jones, S., Bonney, A., McMahon, S. (2017). Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999-2009. International Journal of Qualitative Studies on Health and Well-Being, 12(Sup 1), 1298262. [More Information]
  • McMahon, S., Harwood, V., Bodkin-Andrews, G., O'Shea, S., McKnight, A., Chandler, P., Priestly, A. (2017). Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice. Pedagogy, Culture and Society, 25(1), 43-58. [More Information]
  • Hickey-Moody, A., Harwood, V., McMahon, S., O'Shea, S. (2017). The Politics of Widening Participation: Making Educational Futures. London: Routledge.

2016

  • McMahon, S., Harwood, V., Hickey-Moody, A. (2016). 'Students that just hate school wouldn't go': educationally disengaged and disadvantaged young people's talk about university education. British Journal of Sociology of Education, 37(8), 1109-1128. [More Information]
  • O'Shea, S., McMahon, S., Priestly, A., Bodkin-Andrews, G., Harwood, V. (2016). 'We are history in the making and we are walking together to change things for the better': Exploring the flows and ripples of learning in a mentoring programme for Indigenous young people. Education as Change, 20(1), 59-84. [More Information]
  • McMahon, S., Hickey-Moody, A., Harwood, V. (2016). Challenging the myth that 'the parents don't care': family teachings about education for 'educationally disengaged' young people. In S. Dagkas & L. Burrows (Eds.), Families, young people, physical activity and health: Critical perspectives, (pp. 41-58). Abingdon, Oxon and New York: Routledge.
  • McMahon, S., Harwood, V. (2016). Confusions and conundrums during final practicum: A study of preservice teachers' knowledge of challenging behaviour. In E. Bendix Petersen & Z. Millei (Eds.), Interrupting the psy-disciplines in education, (pp. 145-166). London: Palgrave Macmillan.
  • Hickey-Moody, A., Harwood, V., McMahon, S. (2016). Feeling futures: The embodied imagination and intensive time. In D Bland (Eds.), Imagination for inclusion: Diverse contexts of educational practice, (pp. 128-140). Oxon GB & New York: Routledge.
  • Harwood, V., Hickey-Moody, A., McMahon, S., O'Shea, S. (2016). Imagining University Education (forthcoming). UK: Routledge.

2015

  • Harwood, V., McMahon, S., O'Shea, S., Bodkin-Andrews, G., Priestly, A. (2015). Recognising aspiration: the AIME program's effectiveness in inspiring Indigenous young people's participation in schooling and opportunities for further education and employment. Australian Educational Researcher, 42(2), 217-236. [More Information]

2012

  • McMahon, S. (2012). Doctors diagnose, teachers label: the unexpected in pre-service teachers' talk about labelling children with ADHD. International Journal of Inclusive Education, 16(3), 249-264. [More Information]
  • Welch, R., McMahon, S., Wright, J. (2012). The medicalisation of food pedagogies in primary schools and popular culture: a case for awakening subjugated knowledges. Discourse: Studies in the Cultural Politics of Education, 33(5), 713-728. [More Information]

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