Jennifer Charteris

Professor Jennifer Charteris’ research examines the spatial, material and organisational conditions of teaching and learning, with a particular focus on innovative learning environments, school redesign, educational leadership and pedagogical change. Her work brings together questions of policy, practice and school architecture, exploring how educators negotiate space, collaboration and professional identity in changing educational contexts. She has an extensive publication record across leading journals and has contributed widely to international scholarship on learning environments, leadership and educational transformation.

Jennifer works across conceptual, qualitative and practice-oriented research, often engaging with socio-material, posthuman and spatial theories to investigate how schooling is shaped through human and nonhuman relations. Her current projects include research on inclusion, respatialisation, crisis leadership and creative methodologies. She collaborates internationally and is committed to research that informs both scholarly debate and educational practice.

Postgraduate Research Methods, School Leadership Postgraduate Units 

Professor Charteris is a teacher educator whose work focuses on inclusive, research-informed pedagogy across higher education and school contexts. She has contributed to university professional learning initiatives that build educator capability and has received multiple awards, including an Australian Awards for University Teaching, recognising sustained impact on teaching excellence and student engagement. At the university level, her work extends to the design of online and blended learning environments that broaden participation and support diverse learners.

Professor Charteris has led the development of a university-wide signature pedagogy that embeds care, inclusion, cultural responsiveness and anti-racist practice within curriculum and teaching practice. This work has strengthened staff capability and supported a shift towards coherent, inclusive teaching cultures across the institution. It draws on integrated pedagogical approaches, including Universal Design for Learning, culturally responsive pedagogy, and trauma-informed practice, to co-constitute inclusive learning environments.

Professor Charteris brings over 20 years of experience as a school leader, classroom teacher, and school advisor, working with principals, teachers, and systems to strengthen pedagogical practice, data use, and culturally responsive teaching.