PO Box 46, Calen Qld. 4798
email: admin@spera.asn.au

Journal Team

The Australian and International Journal of Rural Education is the journal of the Society for the Provision of Education in Rural Australia. AIJRE is peer-reviewed and accepts submissions electronically.

Sue Ledger

Vice President, Journal Team

Dr Sue Ledger, Murdoch University. (Dip Ed –Primary/ECE, B.Ed, Grad Dip, M.Ed, PhD candidate). Associate Dean of Engagement and School Partnership at Murdoch’s School of Education. Sue’s teaching and research interests include: policy, practices and issues related to teaching and learning to teach diverse contexts: International Education, Rural and Remote Education. She is currently exploring the use of mixed reality learning environments to better prepare preservice and teachers for these contexts. Since her PhD she explores convergence and divergence between rural and international schooling.

She represents Murdoch University on a range of committees associated with Rural and Remote . Teaching and Learning and International Education. Sue has taught and held administrative positions in a wide range of rural and remote schools throughout WA and overseas.

      Jayne Downey

      International Representative, Journal Team

      Dr Jayne Downey is an Associate Professor in the Department of Education at Montana State University and serves as the Director of the Center for Research on Rural Education at Montana State University. She has worked in the field of educator preparation for 20 years and her research agenda aims to strengthen the preparation of prospective teachers and improve the outcomes of P-20 education across rural contexts. A/Professor Downey serves as the Chair of the Board of Directors for the Montana Small Schools Alliance working on behalf of 135 of Montana’s smallest rural and remote schools. In addition to serving as an editor for the Australian and International Journal of Rural Education, she is co-leader of the Rural Education International Research Alliance, and recently hosted the International Symposium for Innovation in Rural Education 2018, which convened 125 rural educators and researchers from around the globe to celebrate the importance of rural education and explore how research informs rural practice.

          John Guenther

          Editor, Journal Team

          John Guenther is a researcher with 20 years’ experience working in overlapping fields of social inquiry, typically in areas related to education and training, and its intersections with mental health and wellbeing, justice, employment, child protection and welfare. In the last 10 years he has more intentionally focussed on issues affecting Aboriginal and Torres Strait Islander  people living in remote parts of Australia. He led the Remote Education Systems project under the CRC for Remote Economic Participation (2011-2016) and is currently the Research Leader for Education and Training with the Batchelor Institute of Indigenous Tertiary Education, based in Darwin, Northern Territory. John is a leading academic in the field of remote education and has published widely on his findings, often under the banner of ‘Red Dirt Thinking’.

              Chad Morrison

              Editor, Journal Team

              Chad Morrison is a researcher in the areas of teaching and teacher education. His research concentrates on the preparation of pre-service teachers through professional experience programs and pathways into the profession alongside the identity work, resilience and well-being of early career teachers as they enter the field. These interrelated research themes focus attention on the transition from pre-service to early career teaching and emphasise the enabling personal, structural and cultural resources that support graduate teachers to establish emergent trajectories as successful practitioners. Insights gained provide critical perspectives about how teachers are prepared, supported and mentored to respond to the challenges of early career teaching and reinforce the importance of professional learning communities within the early career phase. Chad locates emergent teacher trajectories within productive learning communities and acknowledges the critical alignment between personal and professional aspirations that sustain teaching narratives, which then act as resources for action.