معرفی
Majella Bowden is a Scholarly Teaching Fellow in the Faculty of Arts and Society at Charles Darwin University (CDU), where she also completed her undergraduate and postgraduate studies. She holds a Bachelor of Arts, Bachelor of Education, and a Master of Education (Global Learning), and is actively engaged in higher degree research. Currently based in Darwin, she works as a lecturer and contributes significantly to teacher education and Indigenous-informed pedagogical practices.
Her research interests are deeply shaped by her upbringing in the Northern Territory within Pitjantjatjara, Arrernte, and Luritja communities. These experiences inform her focus on Indigenous knowledge systems, teacher self-reflection, and the application of Conceptual Metaphor Theory in understanding ways of knowing and learning. She explores how local wisdom can regenerate and transform teaching practices, particularly in Northern Australian contexts.
The publication trend in her work centers on sustainable and reflective education models that honor cultural identity and community-based knowledge. Her 2020 article in the Australian Journal of Teacher Education exemplifies this focus, linking regenerative practices with Indigenous wisdom, sustainability, and connectedness in educational settings.
Scientific Contributions:
- h-index of 7 (Scopus)
- One peer-reviewed article with 7 citations
- Active contributor to UN Sustainable Development Goals, particularly in education and sustainability
Advising and Grants:
Majella is involved in research as a Student Investigator on the HDR project The Kaleidoscopic Teacher: Exploring Northern Territory teacher professional identities using metaphor in arts-based practices. While she is not listed as an advisor, she contributes to collaborative research in teacher identity and professional development.
Research Groups and Projects:
She is actively involved in the HDR research project The Kaleidoscopic Teacher, which uses grounded theory and arts-based methodologies to explore teacher professional identities in the Northern Territory. This project highlights her commitment to innovative, culturally grounded approaches in educational research.
