Objects
Grushka, Kathryn. Social Educators Association of Australia (SEAA); 2008. Visualizing citizenship: the socio-cultual performative narrative in visual art education.
Bellette, Aaron, Grushka, Kathryn. Australian Council of University Art and Design Schools; 2015. Photomedia e-learning journal: beyond a traditional pedagogy.
Grushka, Kathryn, Donnelly, Debra, Clement, Neville. Digital Culture & Education; 2014. Digital culture and neuroscience: a conversation with learning and curriculum.
Grushka, Kathryn. Intellect; 2008. Tangential visibility: becoming self through creating socio-cultural portraits.
Grushka, Kathryn, Curtis, Nicole. Springer; 2017. Visual art, visual design and numeracy.
Grushka, Kathryn, Lawry, Miranda, Grudnoff, Katishe. Springer; 2019. Materialising Memories as Visual Narrative: Voices from Autoimmune and Dementia Settings.
Grushka, Kathryn, Lawry, Miranda, Chand, Ari, Kerrigan, Susan. Art Education Australia; 2020. Creative industries: teacher perceptions of higher education study and job futures in regional and remote Australia.
Clifton, Shirley, Grushka, Kathryn. Learn; 2022. Rendering Artful and Empathic Arts-Based Performance as Action.
Grushka, Kathryn. Cambridge Scholars Publishing; 2009. Exploring visual culture and gender through discursive and performative visual art practices.
Grushka, Kathryn, Sellars, Maura. Springer; 2018. Media arts: visual culture and numeracy.
Grushka, Kathryn, Lawry, Miranda, Clement, Neville, Hope, Alice, Devine, Andy. Waxmann; 2016. Visual art education: at the crossroads of art, science and spatial learning.
Grushka, Kathryn. Australian Institute of Art Education; 2010. Valuing visual learning as self-narrative and embodied knowing in the post-compulsory visual art classroom: voices of parents, students and teachers.
Grushka, Kathryn, Holbrook, Allyson. Intellect; 2019. Inquiry in the visual art education doctorate.
Grushka, Kathryn, Bellette, Aaron. Leading English Education and Resource Network (LEARN); 2016. Artful inquiry in the e-Learning journal.
Grushka, Kathryn, van Gestel, Michelle, Skates, Clare. University of Alberta Libraries; 2019. Crafting identities: folding and stitching the self.
Grushka, Kathryn. Queen's University, Faculty of Education; 2010. Conceptualising visual learning as an embodied and performative pedagogy for all classrooms.
Grushka, Kathryn. Common Ground; 2007. Visual art as a communicative cultural narrative in adolescent student artmaking.
Bellette, Aaron, Grushka, Kathryn. Common Ground Publishing; 2016. Photography as memory and learning: an autoethnographic inquiry.
Grushka, Kathryn, Goodlad, Nicole. Australian Institute of Art Education; 2013. Perzines: a visual and narrative learning space.
Donnelly, Debra, Grushka, Kathryn. Australian Association for Research in Education and the Asia Pacific Educational Research Association; 2012. Digital global learning: the world of images, affect and new understandings.
Grushka, Kathryn, Donnelly, Debra. Digital Culture & Education; 2010. Digital technologies and performative pedagogies: repositioning the visual.
Grushka, Kathryn, Lawry, Miranda, Chand, Ari, Devine, Andy. Routledge; 2021. Visual borderlands: visuality, performance, fluidity and art-science learning.
Grushka, Kathryn, Coughlan, Kerrie. Art Education Australia Inc; 2008. Visual performative pedagogy as a catalyst for change in pre-service teacher education.
Grushka, Kathryn. University of Waikato, School of Education; 2011. The 'other' literacy narrative: the body and the role of image production.
Grushka, Kathryn. Routledge; 2009. Meaning and identities: a visual performative pedagogy for socio-cultural learning.
Grushka, Kathryn. Australian Institute of Art Education; 2010. Montage as visual art research: identities, images and meanings.
Donnelly, Debra, Grushka, Kathryn. Sense Publishers; 2015. The digital studio as a global education site: imaging to examine issues of social justice and human rights.
Grushka, Kathryn, Donnelly, Debra, Goodlad, Nicole. Australian Institute of Art Education; 2014. Visual learning and pre-service teachers in the post-literate age.
Grushka, Kathryn, Lawry, Miranda, Sutherland, Kim, Fergusson, Charrisa. Brill - Sense; 2021. A virtual choir ecology and the zoom-machinic visual technologies as a panacea for social isolation.
Grushka, Kathryn. IntechOpen; 2022. Transdisciplinary art-science identities and the artification of learning.
Grushka, Kathryn, Buchanan, Rachel, Whittington, Michael, Davis, Rory. Brill - Sense; 2022. Postdigital Possibilities and Impossibilities Behind the Screen: Visual Arts Educators in Conversation about Online Learning and Real-world Experiences.
Grushka, Kathryn. United Nations Educational, Scientific and Cultural Organization (UNESCO); 2010. Visual embodied and performative pedagogy: visual learning as becoming.
Coughlan, Kerrie, Grushka, Kathryn. Griffith University, Centre for Learning Research; 2006. Values in technology education: examining four framing orientations from current literature.
Grushka, Kathryn, Young, Brieahn. Routledge; 2014. Using arts-based methods in pre-service teacher education: Perzine pedagogies.
Grushka, Kathryn, Squance, Marline L., Reeves, Glenn E. M.. Intellect; 2014. Visual narratives performing and transforming people living with autoimmune illness: a pilot case study.
Grushka, Kathryn, Hope, Alice, Clement, Neville, Lawry, Miranda, Devine, Andy. Routledge; 2018. New visuality in art/science: a pedagogy of connection for cognitive growth and creativity.
Grushka, Kathryn. Australian Institute of Art Education; 2004. IMAGINE: implications for the future of Australian visual arts education.
Kerrigan, Susan, Grushka, Kathryn, Chand, Ari, Street, Kristi, Shadbolt, Jane, Lawry, Miranda. Springer Dordrecht; 2023. Creative industries careers: Shifting aspirations and pathways from high school to university—a NSW case study.
Grushka, Kathryn, Bennett, James, Sharp, Heather, Parkes, Robert, Beirne, Rebecca, Donnelly, Debra, Falzon, Chris, Gallagher, Bronwyn, Imre, Robert, Lowrie, Claire, May, Josephine. University of Newcastle; 2013. Visual media texts: teaching and assessing the humanities and social sciences in a post-literate age.
Grushka, Kathryn. Design in Education Council Australia; 2004. Design as rhetoric: A New South Wales technology education curriculum perspective.
Grushka, Kathryn. Centre for the Public Culture and Ideas, Griffith University; 2005. Visual consumers and art makers: adolescent art-making as a site of legitimate critique of cosmopolitanism.
Grushka, Kathryn. Routledge; 2005. Artists as reflective self-learners and cultural communicators: an exploration of the qualitative aesthetic dimension of knowing self through reflective practice in art-making.
Grushka, Kathryn. Common Ground; 2004. Teacher identity: its construction and negotiation in an accelerated teacher training program.
Grushka, Kathryn, Mosely, Genevieve. Design and Technology Teachers Association (DATTA); 2016. STEM pedagogies: provoking ideas through an investigation of the Technologies Australian Curriculum.