Dr Samantha Schulz
|Org Unit||Faculty of Arts|
|Telephone||+61 8 8313 9309|
Dr Sam Schulz is a senior sociologist of education with 15 years’ teaching experience in the tertiary sector, research and teaching experience across a diversity of social contexts, and institutional awards for teaching excellence. Sam’s research includes poststructural and posthumanist examinations of race and whiteness as well as critical explorations of gender, violence, and culturally responsive schooling. As a core project, Sam has explored cultural reproductions of race in remote Aboriginal schools using white governmentality as a conceptual lens and has extended this work to explore decoloniality in university-led short-term study abroad. Sam has recently engaged in research on anti-racism activism as well as countering violent extremism. She is co-convenor of the Australian Association for Research in Education (AARE) Sociology of Education Special Interest Group (SIG), co-convener with Dr Stephen Kelly of the Faculty of Arts post-theories reading group, and co-convenes a decoloniality reading group with colleagues from the Centre for Research in Educational and Social Inclusion.
Doctor of Philosophy (Indigenous Education): Governing the Good Teacher: A white governmentality lens on the ‘white’ teacher in South Australia's APY Lands, Flinders University of South Australia, School of Education, Faculty of Education, Humanities and Law. [Conferred April 2014]
Bachelor of Education: (Middle Schooling) (First Class Honours), Flinders University of South Australia, School of Education, Faculty of Education, Humanities, Law and Theology. [Conferred March 2005].
Master of Arts in Creative Writing: University of Adelaide, School of Humanities, Faculty of Humanities and Social Sciences. [Conferred March 2003].
Degree of Bachelor of Arts (Majoring in Sociology): Flinders University of South Australia, School of Humanities, Faculty of Education, Humanities, Law and Theology. [Conferred April 1997].
Awards & Achievements
2020: Flinders University of South Australia College Award for Excellence in Tertiary Teaching (Critical Indigenous Pedagogies)
2019: Flinders University of South Australia College Award for Excellence in Tertiary Teaching (Sociology of Education)
2013: Three Minute Thesis, Faculty Winner, Faculty of Education, Humanities & Law, Flinders University of South Australia
2012: Best Doctoral Paper, Faculty of Education, Humanities & Law, Flinders University of South Australia
2006: Australian Postgraduate Award
2006: University Medal, Flinders University of South Australia
2004: Chancellor’s Letter of Commendation and ANZ Bank Prize in Teacher Education, Flinders University of South Australia
2003: Chancellor’s Letter of Commendation, Flinders University of South Australia
2002: Colin Thiele Award for Literature
2001: Australian Government Award for Voluntary Service in a Developing Nation
Michaels, L. & Schulz, S. (2014). Unsettling whiteness. Oxford: ID Press.
Schulz, S., Rosas Blanch, F. & Elliott, S. (2021). Across field and classroom: The activism of Adam Goodes and the role of Australian teachers in tackling racism. In R. McGrath (Ed), Contemporary perspectives on athlete activism. London: Routledge.
Schulz, S. (2019). ‘You’ve got the skin’: Entrepreneurial universities, study abroad, and the construction of global citizenship. In A. Peterson, G. Stahl & H. Soong (Eds), The Palgrave handbook of citizenship and education (pp. 1-15). London: Palgrave Macmillan.
Schulz, S. (2019). ‘Beating their unclad chests’: Voluntourism, international service and the place of critical pedagogy inside the neoliberal university. In S. Riddle & M. Apple (Eds), Re-Imagining Education for Democracy (pp. 224-238). London and New York: Routledge.
Schulz, S. (2018). White governmentality, life history, and the cultural politics of race in remote settings: Situating the teacher/voluntourist. In G. Vass, K. Gulson, J. Maxwell & S. Rudolph (Eds), The relationality of race research in education (pp. 47-58). London and New York: Routledge.
Schulz, S. & Hay, I.M. (2016). Taking up Caletrio’s challenge: Silence and the construction of wealth eliteness in Jamie Johnson’s documentary film Born Rich. In I. Hay & J.V. Beaverstock (Eds), Handbook on wealth and the super-rich (pp. 155-177). United Kingdom: Edward Elgar.
Schulz, S. (2016). The new Australian ‘whitening machine’? Contesting whiteness in a nation growing whiter. In S. Kushal & A. Dada (Eds), Whiteness Interrogated (pp. 13-24). Oxford: Inter-Disciplinary Press.
Schulz, S. (2014). Images of a Good White Teacher. In L. Michael & S. Schulz (Eds), Unsettling Whiteness (pp. 175-190). Oxford, United Kingdom: Inter-Disciplinary Press.
Michaels, L. & Schulz, S. (2014). Unsettling Whiteness: Disruptions and (Re)Locations. In In L. Michael & S. Schulz (Eds), Unsettling Whiteness (pp. vii-xx). Oxford, United Kingdom: Inter-Disciplinary Press.
Stahl, G., Baak, M., Schulz, S., Peterson, A. & Adams, B. (2021). Preventing Violent Extremism: Resourcing, stakeholder strategies and fostering belonging and connection in Australian Schools. British Educational Research Journal.
Whitehead, K., MacGill, B. & Schulz, S. (2021). Honouring Nancy Barnes, nee Brumbie (1927-2021), South Australia's first qualified Aboriginal kindegarten director. Australiasian Journal of Early Childhood.
Baak, M., Stahl, G. & Schulz, S. (2020). ‘We have to be really careful’: Policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy.
Brabazon, T. & Schulz, S. (2020). Braving the bull: Women, mentoring and leadership in higher education. Gender and Education, 32(7), 873-890.
Schulz, S. & Agnew, D. (2020). Moving toward decoloniality in short-term study abroad under New Colombo: Constructing global citizenship. British Journal of Sociology of Education, 41(8), 1164-1179.
Schulz, S. (2017). Desire for the desert: Racialising white teachers’ motives for working in remote schools in the Australian desert. Race, Ethnicity & Education Special Issue: Rurality, 20(2), 209-224.
Schulz, S. & Fane, J. (2015). A healthy dose of race? White students’ and teachers’ unintentional brushes with whiteness. Australian Journal of Teacher Education, 40(11) pp. 137-154.
Schulz, S. (2011). White teachers and the ‘good’ governance of Indigenous souls: White governmentality and Ernabella Mission (1937-1871). Race, Ethnicity & Education, 14(2), 209-232.
Schulz, S. (2007). Inside the Contract Zone: White teachers in the Anangu Pitjantjatjara Yankunytjatjara Lands. International Education Journal, 8(2), 270-283.
Schulz, S. (2005). The Gifted: Identity construction through the practice of gifted education. International Education Journal, 5(5), 117-128.
Schulz, S., Sniedze-Gregory, S. & Banfield, G. (2019). Guest Editorial: The Activist Scholar In, and Against, the Neoliberal University. Social Alternatives – Special Issue, 38(3), 3-6.
Schulz, S., Vass, G., Moodie, N. & Kennedy, T. (2019). Critical race and whiteness studies: What has been, what might be. Critical Race and Whiteness Studies Journal. Available https://acrawsa.org.au/current-issues/.
Schulz, S. & Rogers, B. (2019). The Toxic University: Zombie leadership, academic rock stars and neoliberal ideology. International Studies in Sociology of Education.
Co-Convenor, Sociology of Education SIG, Australian Association for Research in Education (AARE)
Member, Centre for Research in Educational and Social Inclusion (CRESI) Group
Member, The Australian Sociological Association (TASA)
Convenor, Decoloniality Reading Group (CRESI)
Chief Editor, Critical Race and Whiteness Studies Journal (2017-2020)(ACRAWSA)
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Entry last updated: Sunday, 1 Aug 2021
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