Professor Jay Phillips is a Wakka Wakka Gooreng Gooreng woman and educator from southeast Queensland. Originally educated as a primary school teacher, she has been teaching, researching, and advocating for Indigenous students and communities in universities for over 20 years. She is particularly interested in the interaction between Indigenous knowledge systems and western colonial traditions with regard to colonial identity construction and intellectual authority, and teaching for optimal learning in contested spaces.
Jay completed her PhD in 2011. Her thesis, Resisting Contradictions, investigated the resistance of non-Indigenous students to compulsory Indigenous studies and examined how these students managed their learning, and articulated shifts in this resistance.
Jay has presented nationally and internationally on curriculum development for face-to-face and online contexts in universities. She has also taught and presented on Indigenous and Indigenist research methodologies, and the ways in which Indigenist pedagogies can mobilise student resistance to deepen learning by authorising Indigenous peoples and knowledge's as empowered subjects, rather than objects.
Phillips, J. (2021, in-press). Foundations of teacher knowledge and classroom practice in Indigenous education. In M. Shay & R. Oliver (Eds) Indigenous Education in Australia Learning and Teaching for Deadly Futures. Oxon: Routledge.
Ross, R., Phillips, J., and Dreise, M. (2020). Listening to Elders: Wisdom, Knowledge, Institutions and the Need for Change: In conversation. Griffith Review (68). Brisbane: Griffith University.
Phillips, J. (2019). Indigenous Australian studies, Indigenist Standpoint Pedagogy, and student resistance. In Oxford Research Encyclopedia of Education. Oxford University Press. doi: http://dx.doi.org/10.1093/acrefore/9780190264093.013.257
Phillips, J. and Luke, A., (2017). Two worlds apart: Indigenous community perspectives and Non- Indigenous teacher perspectives on Australian schools. In Pink, William & Noblit, George (Eds.) Second International Handbook of Urban Education. Springer, New York & London, pp. 959-996.
Luke, A, Cazden, C, Coopes, R, Klenowski, V, Ladwig, J, Lester, Phillips, J., et al. (2013). A Summative Evaluation of the Stronger Smarter Learning Communities Project: Vol 1 and Vol 2. Queensland University of Technology, Brisbane, QLD.
Phillips, J. (2012) Indigenous education in Australia. In Teaching in Inclusive School Communities.
John Wiley & Sons, Ltd, Milton, Qld, pp. 139-162.
Phillips, J. (2012). Indigenous knowledge perspectives: Making space in the Australian centre. In Introductory Indigenous Studies in Education: Reflection and the Importance of Knowing. Pearson Australia, French's Forest, N.S.W, pp. 9-25.
Phillips, J., & Lampert, J. (2012). Introduction: constituting the space for embedding Indigenous perspectives. In Introductory Indigenous Studies in Education: Reflection and the Importance of Knowing (2nd ed). Pearson Australia, French's Forest, New South Wales, pp. 1-6.
Lampert, J. & Phillips, J., (2010). Steering (towards a post apology Australia) without a rudder.
Outskirts: Feminisms Along the Edge, 23(Nov), p. 1.
Phillips, S. R., Phillips, J., Whatman, S. L., & McLaughlin, J. M. (2007). Introduction: issues in (re)contesting Indigenous knowledges and Indigenous studies. The Australian Journal of Indigenous Education, 36S(Supplement), pp. 1-6.
Phillips, J. (2005). Indigenous Knowledge: Making Space in the Australian Centre. In Introductory Indigenous Studies in Education: The Importance of Knowing. Pearson Education, Sydney.
Phillips, J., Healy, A.H., & Lampert, J. (2004). How Do Culture and Race Influence Literacy? In Burnett, Bruce, Meadmore, Daphne, & Tait, Gordon (Eds.) New questions for contemporary teachers: taking a socio-cultural approach to education. Pearson Education Australia, Frenchs Forest, N.S.W., pp. 113-125.
Phillips, J., & Healy, A. H. (2004). The four resources model, Aboriginal students and cultural and school literacies. In Healy, Annah & Honan, Eileen (Eds.) Text Next: New resources for literacy learning. Primary English Teachers Association, Newtown, New South Wales, pp. 85-100.
Phillips, J., & Whatman, S. L. (2007). Decolonising Preservice Teacher Education - reform at many cultural interfaces. In The World of Educational Quality: 2007 AERA Annual Meeting, April 9-13, 2007, Chicago, United States of America. (Unpublished)
Phillips, J., Whatman, S. L., Hart, V. G., & Winslett, Gregory M. (2005). Decolonising University Curricula – reforming the colonised spaces within which we operate. In The Indigenous Knowledges Conference - Reconciling Academic Priorities with Indigenous Realities, June 2005, Victoria University, Wellington, New Zealand. (Unpublished)
Winslett, G. M., & Phillips, J. (2005). ICTs and Indigenous pedagogy: Techniques of resistance in chat rooms. In Ascilite 2005: Balance, Fidelity, Mobility: maintaining the momentum?, 2005, Queensland University of Technology.
Duncan, M, Phillips, J. & Winslett, G., (2003). Narrative versus Non-Linear Access to Indigenous Studies. In Petrolito, Antonina (Ed.) OLT 2003 Excellence: making the connections, 5 November 2003, Brisbane, Queensland.