Evonne Irwin is a teacher and PhD candidate (Sociology) at the University of Newcastle. Her research focuses on access, participation and equity in higher education, including the transitions of students from refugee backgrounds into and through higher education. She is an experienced English language practitioner who has worked with students from refugee backgrounds in both the TAFE and university sectors. Evonne’s PhD research examines the identities of higher education staff working in roles which cross academic and professional domains.
Shelley Gower is a PhD candidate in International Health, Lecturer and Research Officer at the School of Nursing, Midwifery and Paramedicine at Curtin University, Perth. She has previously been involved in research projects focusing on women’s experiences of maternity care, building nursing capacity in Tanzania, and development of cultural competence in Australian nursing students. Shelley has Post Graduate qualifications in Education and Health Policy, and experience teaching in Perth high schools and internationally.
Dr Jaya Dantas is Professor of International Health and Dean International in the Faculty of Health Sciences at Curtin University, Western Australia. Her research and teaching focusses on health and education inequities, the social determinants and community based participatory research with refugees and migrants especially women and youth. As a migrant woman, Jaya has worked for 32 years in India, Kenya, Uganda, Rwanda, and Australia, and undertaken research and teaching in Timor Leste, Sri Lanka, Singapore, and South Africa. She strongly believes in the power of education to change lives and advocates nationally and internationally to improve opportunities for women and youth.
Dr Sally Baker is Lecturer in the School of Social Sciences and the education ‘focal point’ for the Forced Migration Research Network at The University of New South Wales. Sally’s teaching and research interests centre on language, literacies, transition and equity in higher education, particularly with regard to culturally and linguistically diverse students, and refugee students in particular.