The experience of being an intergenerational beneficiary of widening participation policy underpins my passion for equitable access to education and guides my approaches to working in enabling education. I am passionate about social justice and strive towards making a positive difference to the lives of others. My teaching approaches are underpinned by the philosophical work of Paulo Freire and Ira Shor (1987) who believe in the liberating and transformational role that education can play. This educational philosophy inspires us to employ critical approaches which lead to transformative experiences wherein students can critique power structures and gain agency: ‘as conscious human beings, we can discover how we are conditioned... Read more
About me
The experience of being an intergenerational beneficiary of widening participation policy underpins my passion for equitable access to education and guides my approaches to working in enabling education. I am passionate about social justice and strive towards making a positive difference to the lives of others. My teaching approaches are underpinned by the philosophical work of Paulo Freire and Ira Shor (1987) who believe in the liberating and transformational role that education can play. This educational philosophy inspires us to employ critical approaches which lead to transformative experiences wherein students can critique power structures and gain agency: ‘as conscious human beings, we can discover how we are conditioned by the dominant ideology. We can gain distance on our moment of existence…we can struggle to become free precisely because we can know we are not free! That is why we can think of transformation’ (Shor & Freire 1987, p. 13).
I teach Critical Thinking and Global Sociology courses and facilitate a women’s education program for women who have been recently homeless or experienced domestic violence. I have built a community of practice of the teaching team through professional development initiatives and action research projects in enabling pedagogy. I am the SA Branch Chair of Higher Education Reseach Development Society of Australasia (HERDSA) and an Executive Committee member of the National Association of Enabling Eductors of Australia (NAEEA). I have received international recognition for my leadership of teaching and support of learning through a HE Advance Senior Fellowship, 2020 and national recognition of my leadership of professional development in inclusive and enabling pedagogies: Australian Award for University Teaching (AAUT) 2019; The Educator 2020 Higher Education Innovations Award , placing UniSA in the ‘Top 15 Most Innovative Universities’ and a UniSA Citation for Outstanding Contributions to Student Learning, 2018.
About me
National Association of Enabling Educators of Australia (NAEEA) Executive Committee member
Equity Practitioners of Higher Education of Australasia
Higher Education and Research Development Society of Australasia (HERDSA), SA Branch
Centre for Educational Research in Social Inclusion, Full Member
Pedagogies for Social Justice, Education Futures
Research Centre for Gender Studies, Hawke Research Centre
About me
Doctor of Philosophy University of South Australia
Bachelor of Arts University of South Australia
Bachelor of Arts (honours) University of South Australia
2022 Reviewer of the Year Award Finalist, Springer/Australian Educational Researcher Journal
Recently Published
Book
Journal articles
... Read moreResearch
Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2024 |
Open access
9
5
6
|
| 2023 |
Open access
5
|
| 2023 |
|
| 2021 |
Open access
7
4
6
|
| 2019 |
Open access
|
| Year | Output |
|---|---|
| 2024 |
|
| Year | Output |
|---|---|
| 2024 |
|
| 2024 |
|
| 2024 |
|
| 2019 |
|
| 2014 |
|
| Year | Output |
|---|---|
| 2024 |
Open access
|
| 2024 |
Open access
9
5
6
|
| 2023 |
Open access
5
|
| 2023 |
|
| 2021 |
Open access
7
4
6
|
| 2019 |
Open access
|
| 2018 |
Open access
4
|
| Year | Output |
|---|---|
| 2009 |
|
| 2008 |
|
PhD Thesis
Hattam, S (2014) Motherhood, equality and the state: the possibilities and limitations of the Australian Human Rights Commission, University of South Australia, Adelaide.
Conference Presentations
Shannon, B., Mansfield, M., Griffiths, Z. & Hattam, S. (2024) The ‘queer’ pathways of LGBTIQA+ students into enabling education, Student Success Conference, July 1-3, 2024, Melbourne Australia.
Richardson, A., Noacco, J., Hudson, C. & Hattam, S. (2024) Attributional retraining presentation HERDSA
National Benchmarking Consortium, Benchmarking Australian Enabling Education Programs, NAEEA Conference 5-6 December 2022, UniSA Adelaide
Invited presentation, ‘Education Provocation: How can we ensure alternative education is an integral part of the education system and integrates curriculum? Keeping kids connected to school and learning Summit #2, 6 May 2022 Adelaide City, hosted by CRESI and the SA Commissioner for Young People Helen Connelly.
Invited presentation ‘Recognition and Belonging in Enabling Education’, Australian Curriculum Studies Association Webinar Series, 2 March 2022.
Keynote presentation, ‘International Workshop: Action Research in English Language Teaching: From Theories to Classroom Practices’ event held by STKIP Paracendekia NW Sumbawa in collaboration with the University of South Australia and the Association of Teacher Training Institutes of West Nusa Tenggara on March 15, 2022.
Weiler, T & Hattam, S (2021) 'Isolated, invisible, illegitimate yet indispensable: The impact of professional development on casual staff', Decent Work in the 21st Century Research Symposium, Queensland University of Technology, December 1-3 2021.
Weiler, T & Hattam, S (2021) 'The ‘illegitimate’ Academic: The impact of professional development on casual staff', Teaching Innovation Unit Symposium, University of South Australia, November 12 2021 Adelaide.
Hattam, S Hattam, R Colton, J Raymond, S Gilson, S Hetz, H & Singh, N (2021) Changing pedagogical spaces through community of praxis in action research projects’, Teaching Innovation Unit Symposium, University of South Australia, November 12 2021 Adelaide.
Weiler, T & Hattam, S (2021) ‘The ‘illegitimate’ Academic: The impact of professional development on casual staff’ Higher Education Research and Development Society of Australasia Conference 2021 July 7-10 Brisbane (cancelled due to COVID).
Hattam, S Weiler, T & King, T (2019) ‘A tailored approach to professional development for enabling educators at UniSA College’, Students Transitions Achievements Retention and Success Conference, July 7-10 Melbourne Australia.
Hattam, S Bilic, S & Stokes J (2018) ‘I’ve always wanted to come back’: turning-back-around to education for early school leavers at UniSA College, UniSA Teaching Innovation Unit Teaching & Learning Symposium, Adelaide 9 November 2018.
Hattam, S Hattam, R Bilic, S Stokes, J Oldham, P Weiler, T Ng, J & Wilson, N (2018) ‘Sustaining enabling pedagogies through action research project at UniSA College’ UniSA Teaching Innovation Unit Teaching & Learning Symposium, Adelaide 9 November 2018.
Hattam, S Bilic, S Hetz, H Wetherall, S & Sulaiman, M (2018) ‘Teaching Global Citizenship and Critical Thinking in the Trump era’ UniSA Teaching Innovation Unit Teaching & Learning Symposium, Adelaide 9 November 2018.
Hattam, S Stokes, J & Bilic, S (2018) ‘Just don’t give up on me’: Exploring the lived experience of early school leavers and factors which lead them to ‘turn back around’ to education, HERDSA Conference, Adelaide July 2018.
Hattam, S Bilic, S & Stokes J (2017) Engaging the disengaged and disenfranchised: 20 years on from ‘dropping out and drifting off’ to ‘turning back around', The Reimagining Education for Democracy Conference, Brisbane December 2017.
Hattam, S Stokes, J & Ulpen, T (2017) Understanding Why Students Leave Enabling Programs and What May Help Them Stay, The Learner Conference, Hawaii September 2017.
Research
2022 Reviewer of the Year Award Finalist, Springer/Australian Educational Researcher Journal
Recently Published
Book
Journal articles
Projects - current
2023 – Current Student diversity and LGBTIQA+ pathways through tertiary enabling programs (Co-investigators Dr Barrie Shannon (UniSA), Dr Michelle Mansfield & Dr Zoe Griffiths, University of Newcastle, Sarah Hattam)
2023 – Current Attributional Re-training: A Support Strategy for Students Undergoing Academic Review (Co-investigators Dr Amanda Richardson, Dr Cate Hudson, Dr Sarah Hattam & Jordan Noacco)
2022 - Current Reflective Practice and Transformative Pedagogies in Higher Education (Co-investigator Dr Sarah Hattam, Associate Professor Chris Deneen and Emeritus Professor Robert Hattam)
UniSA Representative on National Benchmarking Panel of Enabling Program Learning Outcomes
The first comprehensive cross-institutional benchmarking project involving nine Australian universities and demonstrates there is shared understanding of the standards of enabling programs between institutions. We are conducting the next phase of benchmarking with a review of retention, articulation and success data.
Final Report of National Benchmarking of Enabling Program Outcomes
Advocacy for Enabling Education Funding as Executive Committee member, National Association of Enabling Educators of Australia
What are enabling programs and how do they help Australians get to University, The Conversation, 26 July 2023, (co-authors Hattam, S., Davis, C., & Weiler, T.)
Facilitated intensive pathway program with Catherine House & Zahra Foundation 2016 - Current
Awarded Catherine House Catherine McAuley Award 2022 at South Australian Government House for leading and facilitating womens outreach and course at UniSA
Impact of program on women experiencing DV
Awarded HERDSA Hero Award 2021 for contribution to national Higher Education community through role with SA HERDSA Branch
External engagement & recognition
| Organisation | Country |
|---|---|
| Central Queensland University | AUSTRALIA |
| Charles Darwin University | AUSTRALIA |
| Curtin University | AUSTRALIA |
| Edith Cowan University | AUSTRALIA |
| Federation University Australia | AUSTRALIA |
| Flinders University | AUSTRALIA |
| Southern Cross University | AUSTRALIA |
| University of South Australia | AUSTRALIA |
| University of Southern Queensland | AUSTRALIA |
| University of Tasmania | AUSTRALIA |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
Citations for Outstanding Contributions to Student LearningOffice for Learning and Teaching, Department of Education and Training, Australian Government |
2020 |
Facilitator of Intensive Pathway ProgramSagamartha Women's Centre, Catherine House |
2020 |
Senior FellowAdvance Higher Education |
2020 |
Facilitator of Intensive Pathway ProgramSagamartha Women's Centre, Catherine House |
2019 |
Facilitator of Intensive Pathway ProgramSagamartha Women's Centre, Catherine House |
2018 |
Facilitator of Intensive Pathway ProgramSagamartha Women's Centre, Catherine House |
2017 |
Facilitator of Intensive Pathway ProgramSagamartha Women's Centre, Catherine House |
2016 |
Peer Reviewer
UniSA Teaching and Learning Grant: ‘Attributional Retraining for Students at Risk’, 2022 (Investigators: Dr Georgina Heath, Dr Cate Hudson, Dr Amanda Richardson, Dr Sarah Hattam, Jordan Noacco, $25,000).
Awarded Best Teacher of the Year, UniSA Education Futures, 2022
Awarded Higher Education The Educator 'Innovation Award', 2020
Awarded Senior Fellowship, Higher Education Academy UK, 2020
Recipient of Citation for Outstanding Contributions to Student Learning with the Australian Awards for University Teaching, in category regarding: ‘Innovation, leadership or scholarship that has influenced and enhanced learning and teaching and/or the student experience’, 2019
Recipient of UniSA Citation for Outstanding Contribution to Students Learning 2018
Teaching & student supervision
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| An auto ethnographic action research study | Current |
| The role of motivational teaching strategies in reducing student non-completion in online courses | Current |
| 'This is how I learn', an investigation into how student trauma experiences inform learning perspectives during social work training. | Current |
