Jamie Sisson

Associate Professor Jamie Sisson is the Co-Director for the Centre for Research in Educational and Social Inclusion (CRESI) at the University of South Australia (UniSA). CRESI is one of the largest research centres in the world, focused on contributing to new knowledge about educational equity and social inclusion issues. Sisson also co-founded the Culturally Inclusive Early Childhood Pedagogy International Network (CIECP), which brings together key research scholars for international research collaboration, dissemination and impact. As Associate Professor in Childhood Studies, Sisson is nationally and internationally recognised in qualitative and co-design research which addresses issues of social injustice for early childhood teachers, children and families. Her program of research responds to national and international policy challenges, focussing on: Early childhood workforce: Sisson's research examines challenges causing early childhood teachers to leave the field, such as inconsistencies between policy and lived experiences and how teacher identity and agency shape classroom outcomes. Early childhood education and practice: addressing the complexities of diversity in early childhood context, Sisson’s research investigates methods for creating meaningful and engaging learning experiences with young children. Partnerships with families: Sisson's interests explore ways to form respectful and reciprocal partnerships between teachers and families. Research led by Sisson has attracted over $1.8 million with continued and repeat funding from key and high-profile partner organisations including Departments of Education. Sisson has been Chief Investigator of 11 category 2 and 3 research projects, which have impacted policy. Associate Professor Sisson is the Lead Chief Investigator of the Culturally and Linguistically Responsive Early Childhood Pedagogies project, funded by Lillian de Lissa Trust and five partner organisations across South Australia and New South Wales. Outcomes, publications and resources developed from this project can be found at the CLRP in ECE website. Sisson has over three decades of early childhood expertise and has contributed to high-impact international journal publications, books, and book chapters in the areas of early childhood education and general education. Her research publications have attracted media engagements and contribute to growing national and international presence following invited presentations to China, the United States and New Zealand. Sisson is a highly sought after HDR supervisor in early childhood education and policy, family partnerships and culturally and linguistically responsive pedagogies. Sisson has been honoured for her research and supervision through the following accolades: · HDR Supervisor Award (2024): Education Futures (UniSA) · HDR Supervisory Team Award (2020): Centre for Research in Educational and Social Inclusion · Early Career Researcher Award (2017): Division of Education, Arts and Social Sciences (UniSA) In addition to significant research contributions, Sisson has developed materials for and taught various courses in teacher education programs in the United States and Australia. She has over ten years of experience working in a variety of early childhood care and education contexts with children from birth to age ten. Sisson has served on the South Australian Early Childhood Australia Executive Board (2012-2015), was elected the Vice President of the Cleveland branch of the Association for the Education of Young Children (2006-2007) and is currently a member of the Lillian de Lissa Trust Board. Early childhood curriculum and pedagogy - Through this line of inquiry I am interested in exploring pedagogies that engage children as active protagonists in their learning such as democratic based, emergent inquiry based, culturally responsive pedagogy, and Reggio Emilia inspired pedagogies. I am also interested in how cultural models of education come together to inform policy and practice. Connecting theory, research and practice in teacher education - I am interested in understanding the experiences of pre-service teachers and exploring innovative practices for engaging in collaborative models with pre-service teachers, mentor teachers and academics as an alternative to current approaches. Teacher identity - within this line of inquiry I am interested in exploring the significance of identity and agency in the lives of teachers and the connection to their professional practices.

[2026] Madrid Akpovo, S., Sisson, J., & Nganga, L. (2026). Emotion, Resistance, and Exclusion: The "School Family" as an Atmospheric Wall in the Preschool Classroom. JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION, 20 pages. [2025] Sisson, J., Rigney, L. I., Hattam, R., & Morrison, A. (2025). Co-constructed engagement with Australian Aboriginal families in early childhood education. Teachers and Teaching, 33(1), 16-30. [2025] AL Siyabi, M., Sisson, J., Whitington, V., Memon, N., & Harris, P. (2025). Educators co-constructing religiously responsive pedagogies with Muslim children and families. Journal of Research in Childhood Education, 39(2), 384-397. [2025] Kroeger, J., & Sisson, J. (2025). Better Is Better: Describing Family-Centrism, How Inquiry and Co-Construction as a Counter-Story Raises