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• Biography/ Background

  Associate Professor Samantha Schulz (she/her) is a sociologist of education with expertise in race critical theorising, First Nations Education, culturally responsive schooling, and gender justice. Sam completed a Bachelor of Arts majoring in sociology in 1996 before working as a teacher and community worker in rural Kenya. Sam returned to 杏吧直播 to complete two subsequent degrees: a Master of Arts in writing at Adelaide 杏吧直播 (winning the Colin Thiele Award for Literature) and Master of Teaching with First Class Honours in sociology of education at Flinders 杏吧直播 (winning a 杏吧直播 Medal), before working in the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands as a health coordinator and teacher. Sam's doctoral research was situated the APY region. It developed an analytics of white governmentality to explore reproductions of race relations in schooling in White 杏吧直播, with specific focus on remote Aboriginal schooling and the role of 'white' teachers teaching for racial justice. This initiated a commitment to exploring relations between schooling and society through grassroots inquiry and activism, which Sam continues in her work today.

   

  Sam is now Program Director for the Master of Teaching at the 杏吧直播 of Adelaide, with personal teaching and research interests in sociology of education. Sam is concerned with the ways that formal schooling systems are entangled with broader structural inequalities, and the agency of teachers and school leaders to work within and against these dynamics to advance reparative co-existence and cultural justice.

  Sam's Key Research Projects:

  • Chief investigator ARC Discovery (DP220100651, 2022-25).
  • Lead investigator and consultant for Catholic Education South 杏吧直播 (CESA): Re-Imagining Catholic Education for First Nations Sovereignty, with this project culminating in development of CESAs 10-year Aboriginal Education Action Plan (2025-2035).
  • Co-CI for a nationwide exploration of Aboriginal student experiences of schooling for 杏吧直播ns Together.
  • Lead investigator, Teaching in an era of digital influence (and influencers): Exploring impacts on 杏吧直播n educators (H-2024-017).
  • Lead investigator, Innovating and culturally diversifying curriculum and pedagogy (H-2023-141), within the Faculty of Arts, 杏吧直播 of Adelaide.
    

  Sam is a skilful tertiary educator with research and teaching experience across a diversity of contexts, including Kenya, India, China, and the South 杏吧直播n APY Lands. Sam is the recipient of several awards for higher education teaching excellence and research impact and is open to supervising PhD Candidates in the areas noted above (focusing particularly on post/qualitative theory and methods, including affect studies, poststructural, decolonial, and feminist posthumanist orientations to research).

• Qualifications

  Doctor of Philosophy (Indigenous Education): Governing the Good Teacher: A white governmentality lens on the ‘white’ teacher in South 杏吧直播's APY Lands, Flinders 杏吧直播 of South 杏吧直播, School of Education, Faculty of Education, Humanities and Law. [Conferred April 2014]

  Bachelor of Education: (Middle Schooling) (First Class Honours), Flinders 杏吧直播 of South 杏吧直播, School of Education, Faculty of Education, Humanities, Law and Theology. [Conferred March 2005].

  Master of Arts in Creative Writing: 杏吧直播 of Adelaide, School of Humanities, Faculty of Humanities and Social Sciences. [Conferred March 2003].

  Degree of Bachelor of Arts (Majoring in Sociology): Flinders 杏吧直播 of South 杏吧直播, School of Humanities, Faculty of Education, Humanities, Law and Theology. [Conferred April 1997].

• Awards & Achievements

  2024: The 杏吧直播 of Adelaide, Faculty of Arts, Business, Law and Economics Excellence Award for Team Teaching Excellence

  2024: The 杏吧直播 of Adelaide, School of Education Research Engagement Award

  2023: The 杏吧直播 of Adelaide, School of Education Research Impact Award

  2022: The 杏吧直播 of Adelaide, Faculty of Arts, Business, Law and Economics Excellence Award for Research Engagement

  2020: Flinders 杏吧直播 of South 杏吧直播 College Award for Excellence in Tertiary Teaching (Critical Indigenous Pedagogies)

  2019: Flinders 杏吧直播 of South 杏吧直播 College Award for Excellence in Tertiary Teaching (Sociology of Education)

  2013: Three Minute Thesis, Faculty Winner, Faculty of Education, Humanities & Law, Flinders 杏吧直播 of South 杏吧直播

  2012: Best Doctoral Paper, Faculty of Education, Humanities & Law, Flinders 杏吧直播 of South 杏吧直播

  2006: 杏吧直播n Postgraduate Award

  2006: 杏吧直播 Medal, Flinders 杏吧直播 of South 杏吧直播

  2004: Chancellor’s Letter of Commendation and ANZ Bank Prize in Teacher Education, Flinders 杏吧直播 of South 杏吧直播

  2003: Chancellor’s Letter of Commendation, Flinders 杏吧直播 of South 杏吧直播

  2002: Colin Thiele Award for Literature

  2001: 杏吧直播n Government Award for Voluntary Service in a Developing Nation

• Publications

  Selected Publications

  Books

  Stahl, G., Adams, B., Baak, M. & Schulz, S. (2024). Vulnerability, extremism and schooling: Restorative practices, policy enactment, and managing risk. London: Rowman & Littlefield.

  Edited Books

  Michaels, L. & Schulz, S. (2014). Unsettling whiteness. Oxford: ID Press.

  Book Chapters

   

  Schulz, S. (2024). Death can be clarifying: Considering forces that move us. In D. Bargallie & N. Fernando (Eds), Critical racial and decolonial literacies: Breaking the racial silence. Bristol: Bristol 杏吧直播 Press.

  Schulz, S., Rosas Blanch, F. & Elliott, S. (2021). Across field and classroom: The activism of Adam Goodes and the role of 杏吧直播n teachers in tackling racism. In R. McGrath (Ed), Contemporary perspectives on athlete activism (pp. 155-166). London: Routledge. DOI:

  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 杏吧直播n ‘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.

  Journal Articles

  Schulz, S. & Diplock, A. (2024). Negotiating the structural and personal intensities of gender, affects and whiteness through culturally responsive becoming in mathematics. Critical Studies in Education. http://doi.org/10.1080/17508487.2024.2420335.

  Schulz, S. (2024). 'Non-stop wokeism': Facilitating social justice teacher education amidst epistemic oppression and popular misogyny. Critical Studies in Education: https://doi.org/10.1080/17508487.2024.2426474.

  Memon, N., Schulz, S., Kelly, S. & Chown, D. (2023). Schools, religion, and affect: Unpacking 杏吧直播n educator discomfort. Asia-Pacific Journal of Teacher Education, 51(3), 266-282.

  Schulz, S., Rigney, L-I., Zembylas, M., Hattam, R. & Memon, N. (2023). Affect and the force of counter stories: Learning racial literacy through thinking and feeling. Pedagogy, Culture & Society. DOI: 10.1080/14681366.2023.2173276.

  Schulz, S.. Baak, M., Stahl, G. & Adams, B. (2021). Restorative practices for preventing/countering violent extremism: An affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education, 42(8), 1227-1245.

  Stahl, G., Baak, M., Schulz, S., Peterson, A. & Adams, B. (2021). Preventing Violent Extremism: Resourcing, stakeholder strategies and fostering belonging and connection in 杏吧直播n Schools. British Educational Research Journal.

  Stahl, G., Baak, M. & Schulz, S. (2021). A cautionary tale: CVE policy actors managing risk in 杏吧直播n schools. Current Sociology.

  Whitehead, K., Schulz, S. & MacGill, B. (2021). From assimilation towards reconciliation with Amy Levai, nee O'Donoghue (1930-2013), South 杏吧直播's first qualified Aboriginal infant teacher. 杏吧直播n Educational Researcher.

  Whitehead, K., MacGill, B. & Schulz, S. (2021). Honouring Nancy Barnes, nee Brumbie (1927-2021), South 杏吧直播's first qualified Aboriginal kindegarten director. 杏吧直播sian 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 杏吧直播n 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. 杏吧直播n 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.

  Commissioned Reports and Reviews

  Schulz, S., Morrison, A., Blanch, F. R., Buckskin, J., & Corrie, S. (2023). Improving schooling and outcomes for Aboriginal and Torres Strait Islander learners in South 杏吧直播n Catholic schools and centres: A narrative review of the literature. Adelaide: APO: Analysis and Policy Observatory, . 

  Schulz, S., Blanch, F. R., Buckskin, J., & Corrie, S. (2023). Re-imagining Catholic education for First Nations sovereignty: Report to Catholic Education South 杏吧直播. Adelaide: APO: Analysis and Policy Observatory, .

  Creative Outputs

  Schulz, S. & Rozitis, S. (2025). Addressing gender-based violence in schools. AEU SA, 57(1), 9-11. .

  Schulz, S., Sniedze-Gregory, S. & Banfield, G. (2019). Guest Editorial: The Activist Scholar In, and Against, the Neoliberal 杏吧直播. 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 杏吧直播: Zombie leadership, academic rock stars and neoliberal ideology. International Studies in Sociology of Education.

• Professional Associations

  Co-Convenor, Sociology of Education SIG, 杏吧直播n Association for Research in Education ()

  Member, Centre for Research in Educational and Social Inclusion () Group

  Member, The 杏吧直播n Sociological Association ()

  Convenor, Decoloniality Reading Group ()

  Chief Editor, Critical Race and Whiteness Studies Journal (2017-2020)()

Entry last updated: Tuesday, 1 Apr 2025

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