Publications

Publications

Please find below a selection of books, journal articles, book chapters, and research reports authored by staff members at the Youth Research Collective.

  • SELECTED BOOKS

    Chesters, J. (Ed.). (2024). Research Handbook on Transitions into Adulthood. Edward Elgar.

    Wyn, J., Cahill, H., Cuervo, H. (Eds.). (2024). Handbook of Children and Youth Studies. 2nd edition. Springer.

    White, S., Downey, J., Fuqua, M. (Eds). (2024). Sharing Leadership Stories in Rural Education: Leading Rurally across Australia and the United States. Springer.

    Fu, J. (2021). Digital Citizenship in China: Everyday Online Practices of Chinese Young People. Springer.

    Harris, A., Cuervo, H., Wyn, J. (2021). Thinking about belonging in youth studies. Springer.

    Maire, Q. (2021). Credential Market: Mass Schooling, Academic Power and the International Baccalaureate Diploma. Springer.

    Roberts, P. & Fuqua, M. (Eds.). (2021). Ruraling Education Research: Connections between Rurality and the Disciplines of Educational Research. Springer.

    Tiidenberg, K., Hendry, N. & Abidin, C. (2021). Tumblr. Polity.

    Wyn, J., Cahill, H., Woodman, D., Cuervo, H., Leccardi, C., Chesters, J. (2020). Youth and the new adulthood. Springer.

  • SELECTED JOURNAL ARTICLES

    Cahill, H., Dadvand, B., Suryani, A., & Farrelly, A. (2023). A student-centric evaluation of a program addressing prevention of gender-based violence in three African countries. International journal of environmental research and public health, 20(15), 6498.

    Chesters, J. (2023). Gender attitudes and occupational aspirations in Germany: Are young men prepared for the jobs of the future? Work, Employment and Society, 37(3), 571-587.

    Cuervo, H. (2023). Theorizing Cultural (Mis)recognition in Rural School Staffing: Implementing a Social Justice Frame to Understand Challenges to Attract Rural Teachers. The Rural Educator, 44(1), 28-39. DOI: 10.55533/2643-9662.1308

    Cuervo, H., Maire, Q., Cook, J., Wyn, J. (2023). Liminality, COVID‐19 and the long crisis of young adults' employment. Australian Journal of Social Issues, 58(3), 457-728. DOI: 10.1002/ajs4.268

    Fu, J. (2023) Rethinking education and work relationships in youth transition: an alternative metaphor. Journal of Youth Studies, 1-18. DOI: 10.1080/13676261.2023.2228726

    Fu, J., Li, M. (2022) Citizenship Practices of Chinese Students on an Australian Campus: a Case Study. Journal of Applied Youth Studies, 5, 197–215. https://doi.org/10.1007/s43151-022-00078-4

    Guenther, J., Fuqua, M., Ledger, S., Davie, S., Cuervo, H., Lasselle, L., & Downes, N. (2023). The Perennials and Trends of Rural Education: Discourses that Shape Research and Practice. Australian and International Journal of Rural Education, 1–29.

    Maire, Q. (2023) Towards an historical sociology of global citizenship education policy in Australia. Compare: A Journal of Comparative and International Education, 1-19. DOI: 10.1080/03057925.2023.2212108

    Maire, Q. & Ho, C. (2023) Cultural capital on the move: ethnic and class distinctions in Asian-Australian academic achievement. International Studies in Sociology of Education, 1-24. DOI: 10.1080/09620214.2023.2258387

    McPherson, C. (2023) Young and hungry in the United Kingdom: a qualitative study of youth food insecurity in Edinburgh and London. Journal of Poverty and Social Justice, 31(1): 45-62.

    Rice, S., Watt, H.M.G., Richardson, P. & Crebbin, S. (2023). Career motivations and interest in teaching of tertiary students taking maths and science subjects. Research Papers in Education. 1-24. DOI: 0.1080/02671522.2023.2244972

    Albury, K., & Hendry, N. A. (2022). Information, influence, ritual, participation: Defining digital sexual health. Journal of Sociology, 1-17. https://doi.org/10.1177/14407833221136579

    Calleja, N. (2022). Intersectionality and processes of belonging: thinking critically about sociomaterial entanglements with the voices of upper-primary school-aged young people in youth research. Journal of Applied Youth Studies, 5(4). https://doi.org/10.1007/s43151-022-00088-2

    Dowley, M. & Rice, S. (2022). Comparing student motivations for and emotional responses to national standardised tests and internal school tests: The devil in the detail. Australian Journal of Education, 1-17. https://doi.org/10.1177/00049441211061889

    Hendry, N. A., Hartung, C., & Welch, R. (2022). Health education, social media, and tensions of authenticity in the ‘influencer pedagogy’ of health influencer Ashy Bines. Learning, Media and Technology, 47(4), 427–439.

    Leahy, M. (2022). Person-centred qualifications: vocational education and training for the aged care and disability services sectors in Australia. Journal of Education and Work, 35(2), 181-194

    Rice, S., Leahy, M. & Klatt, G. (2022). Navigating the matrix: career development and the responsibilisation of employability in Australia. British Journal of Guidance & Counselling, 50(4), 557-576.

    Wyn, J. (2022). Young People’s Mental Health. Journal of Applied Youth Studies, 5: 167–172.

    Kern, M. L., Cahill, H., Morrish, L., Farrelly, A., Shlezinger, K., & Jach, H. (2021). The responsibility of knowledge: Identifying and reporting students with evidence of psychological distress in large-scale school-based studies. Research Ethics, 17(2), 193-216.

    McPherson, C. (2021) Between the rhetoric of employability and the reality of un(der)employment: NEET policy rhetoric in the UK and Scotland. Journal of Applied Youth Studies, 4, 135-152.

    Polesel, J., Gillis, S., Suryani, A., Leahy, M. & Koh, S. (2021). The Australian Senior Certificates: after 50 years of reforms. The Australian Educational Researcher 48 (3), 565-584

    Hendry, N. A. (2020). Young women’s mental illness and (in-)visible social media practices of control and emotional recognition. Social Media + Society, 6(4), 1–10.

    Gowing, A. (2019). Peer-peer relationships: A key factor in enhancing school connectedness and belonging. Educational & Child Psychology, 36(2), 64-77.

  • SELECTED BOOK CHAPTERS

    Cuervo, H. (2024). Researching Relationships Between Rural Education, Space and Social Justice. In: Oxford Research Encyclopedia of Education. Oxford University Press.

    Hendry, N. (2024). Youth Health and Wellbeing in Digital Cultures. In: Handbook of Children and Youth Studies, 1-14. Springer.

    Cuervo, H. (2023). Social Justice and Young People: Thinking About Distribution, Recognition, and Participation in Youth Studies. In: Handbook of Children and Youth Studies, pp. 1-15. Springer.

    Colla, R., Gowing, A., Molloy Murphy, A., & Ryan, T. (2023) Designing Education for Wellbeing and Connection in a COVID Impacted World. In: The Education Turn: Rethinking the Scholarship of Teaching and Learning in Higher Education. Springer.

    Maire, Q. (2023). Bourdieu and the Sociology of Educational Qualifications. In: The Bloomsbury Handbook of Bourdieu and Educational Research. Bloomsbury.

    Yasmin R. (2023). The ‘reflexive rapport’ in a participatory ethnography: Research with children living in a Bangladeshi slum. In: Ethnographic Research in Social Sciences. Routledge.

    Cahill, H., Dadvand, B., & Gowing, A. (2021). Taking a wellbeing-centric approach to school reform. In: Oxford Research Encyclopedia of Education. Oxford University Press.

    Fuqua, M. (2021). Pathways, principals, and place. In: Ruraling Education Research: Connections between Rurality and the Disciplines of Educational Research. Springer.

    McPherson, C. (2019). Economically, culturally and politically disadvantaged: Perspectives on, and experiences of, social justice among working-class youth in mainland Scotland’s smallest council area through the lens of Nancy Fraser. In: Human Rights for Children and Youth, pp.193-220. Emerald.

    Wyn, J. (2021). Youth Studies. Oxford Research Encyclopedia of Education. OUP.

    Yasmin R. & Dadvand B. (2019). Education, Voice and Empowerment: Learning with and from Children in Poverty. In: Philosophy and Child Poverty (pp. 145-161). Philosophy and Poverty. Springer.

    Cahill, H. & Walter, M. (2017).  Endurance and Ignorance: the mental health epidemic. In: Under the Pump: the pressures on young Australians, pp.124-134. John Cain Foundation.

  • SELECTED RESEARCH REPORTS

    Bass, L., Chesters, J. & Maire, Q. (2024). Reflections on living through the pandemic: Young adult Australians' experiences of the social and economic changes of 2020-2022. Faculty of Education, University of Melbourne. https://education.unimelb.edu.au/life-patterns/reports-and-publications/research-reports

    Cahill, H., Lusher, D., Farrelly, A., Calleja, N., Wang, P., & Hassani, A. (2023). A social network analysis and implementation study of an intervention designed to advance social and emotional learning and respectful relationships in secondary schools (Research report, 07/2023). ANROWS.

    Cook, J., Cahill, H., Wyn, J. & Fu, E. (2023). Gen Y: managing the present and making sense of the future. Faculty of Education, University of Melbourne. https://education.unimelb.edu.au/life-patterns/reports-and-publications/research-reports

    Cuervo, H., Maire, Q., Fuqua, M., and Weerasuriya, N. (2023). Experiences of higher education for regional, rural, and remote youth in a metropolitan university. Facultyl of Education, Melbourne.

    Fu, E. & Chesters, J. (2023). Should I or Shouldn’t I? Year 11 students’ intentions for post-school study. Faculty of Education, University of Melbourne. https://education.unimelb.edu.au/life-patterns/reports-and-publications/research-reports

    Maire, M., Weerasuriya, N. & Chesters, J. (2023). Too young to vote but not too young to care: Year 11 students’ wellbeing and political voice Faculty of Education, University of Melbourne. https://education.unimelb.edu.au/life-patterns/reports-and-publications/research-reports

    Rice, S., Garner, A. & Graham, L. (2023). Seeing ourselves at school: Increasing the diversity of Australia’s teaching workforce. University of Melbourne. Available at: Report #7- Seeing Ourselves at School (unimelb.edu.au)

    McLean Davies, L., Cahill, H., Truman, S. E., Calleja, N., Herrington, M., & Potter, T. (2022). Teaching ‘consent’ in secondary school English (No. 1). Literary Education Lab, Melbourne Graduate School of Education. https://literaryeducationlab.org/wp-content/uploads/MGSE-consent-report.pdf

    Camilleri, D. J. (2021). An investigation into the relationship between the engagement, creative ability, and classroom culture within secondary schooling. PhD Thesis, University of Melbourne.

    Camilleri, D (2021) Reimagining Dis/engagement and the Development of Ability: A Relational Approach to Engagement. Vision Magazine, Volume 32, no. 1. Victorian Association for Gifted and Talented Children.