BEd (Early Childhood and Primary) (Hons 1); PhD
Dr Sheena Elwick is a lecturer in the Faculty of Arts and Education at Charles Sturt University, Albury. Sheena joined the university in a full-time capacity in 2013, following her employment as a sessional lecturer since 2005. Sheena has a broad range of experience in primary school and early childhood education and care settings, both as a practitioner and as a teacher educator. As a practitioner, she has worked in long day care, mobile childcare, and also primary school settings in both NSW and Victoria. She has also held several leadership positions in each of these settings, including Mathematics Coordinator (F-6) and Common Curriculum Numeracy Team Leader (F-12). She has a strong understanding of early childhood education and care national legislation, government policies and regulations; also, current primary school curriculum documents.
Sheena's current research interests include building on her PhD study by further articulating the notion of philosophical-empirical inquiry, particularly in relation to the combining of Merleau-Ponty's philosophy with educational empirical research. She is also further exploring the use of 'baby-cam' as a tool for promoting educators' ongoing learning and reflection in relation to their work with infants. A new research focus that has emerged in response to Sheena's commitment to the cultivation of a compassionate and just society for all children is the provision of educational advocacy and support for children living in Out-of-Home Care.
Sheena's broad range of experience in both primary school and early childhood settings enables her to be involved in writing, leading, reviewing and delivering a wide range of subjects across several undergraduate degree programs. Those subjects currently include a focus on: child development (birth to 12 years of age); maths and science; workplace learning (primary and early childhood); play and learning; and, planning for diverse learners.
Membership of professional associations
Scholarly and professional activities (beyond CSU)
CSU committee and working party contributions
Elwick, S. (2016). A philosophical-empirical interrogation of infant participation in research. (Doctoral Thesis), Charles Sturt University, Australia.
Elwick, S., Bradley, B., & Sumsion, J. (2016). Creating spaces for infants to influence practice: The encounter, ecart, reversibility and ethical reflection. In S. Farquhar & E.J. White (Eds.). Philosophy and pedagogy of early childhood. London: Taylor & Francis.
McLeod, S., Elwick, S., & Stratigos, T. (2014). What infants talk about: Comparing parents' and educators' insights. In L. Harrison & J. Sumsion (Eds.). Lived spaces of infant-toddler education and care: Exploring Diverse Perspectives on Theory, Research and Practice (pp. 173-185). Dordrecht: Springer.
Harrison, L., Elwick, S., Vallotten, C. & Kappler, G. (2014). Spending time with others: A time use diary for infant toddler childcare. In L. Harrison & J. Sumsion (Eds.). Lived spaces of infant-toddler education and care: Exploring Diverse Perspectives on Theory, Research and Practice (pp.59-74). Dordrecht: Springer.
Sumsion, J., Bradley, B.S., Stratigos, T., & Elwick, S. (2013). 'Baby cam' and participatory research with infants: A case study of critical reflexivity. In M. Fleer & A. Ridgeway (Eds.). Visual Methodologies and Digital Tools for Researching with Young Children: Transforming Visuality (pp. 169-191). Dordrecht: Springer.
Press, F., Bradley, B., Harrison, L., Goodfellow, J., McLeod, S., Sumsion, J., Elwick, S., & Stratigos, T. (2011). Listening to infants about what life is like in childcare: A mosaic approach. In S. Roulston & S. McLeod (Eds.). Listening to children and young people with speech, language and communication needs (pp.241-249). London: J&R Press.
Elwick, S., (2015). 'Baby-cam' and researching with infants: Viewer, image and (not)knowing. Contemporary Issues in Early Childhood. 16(4), 322-338. doi: 10.1177/1463949115616321
Elwick, S., Bradley, B., & Sumsion, J. (2014). Creating spaces for infants to influence practice: The encounter, ecart, reversibility and ethical reflection. Educational Philosophy and Theory, 46(8), 873-885. doi: 10.1080/00131857.2013.780231
Elwick, S., Bradley, B., & Sumsion, J. (2014). Infants as Others: Uncertainties, difficulties, and (im)possibilities in researching infants' lives. International Journal of Qualitative Studies in Education, 27(2), 196-213. doi:10.1080/09518398.2012.737043
Elwick, S., & Sumsion, J. (2013). Moving beyond utilitarian perspectives of infant participation in participatory research: Film-mediated research encounters. International Journal of Early Years Education, 21(4), 336-347. doi: 10.1080/09669760.2013.867165
Bradley, B., Sumsion, J., Stratigos, T., & Elwick, S. (2012). Baby events: Assembling descriptions of infants in family day care. Contemporary Issues in Early Childhood, 13(2), 141-153. doi: 10.2304/ciec.2012.13.2.141
Goodfellow, J., Elwick, S., Stratigos, T., Sumsion, J., Press, F., Harrison, L., McLeod, S., & Bradley, B. (2011). Infants' lives in childcare: Crafting research evidence. The First Years Nga Tau Tuatahi New Zealand Journal of Infant and Toddler Education 13(2), 43-48.
Elwick, S., & Sumsion, J. (2013). The Infants' Lives in Childcare (ILC) research project: A summary of key findings and outcomes. JiGSAW. 65Autumn, 23-24.Elwick, S., & Sumsion, J. (2013). Infants' Lives in Childcare (ILC) final report for industry partners: KU Children's Services and Family Day Care Australia. Bathurst: Charles Sturt University.