Joseph Agbenyega

Official Title: Adjunct Associate Professor (Visiting Academic)

Short Bio

Dr Joseph Seyram Agbenyega is an Associate Professor of Early Childhood and Special Education at Counselling, Special Education and Neuroscience Division at Emirates College for Advanced Education (ECAE). He is currently the Research Chair at ECAE. Dr Agbenyega is a certified Teacher Educator with more than 27 years of experience. He obtained his Professional Doctorate (EdD) from Monash University in Melbourne, Australia in 2005. Prior to joining ECAE, Dr Agbenyega worked at University of Education, Winneba in 2006, University of Ghana in 2007 and at Monash University from 2008 to 2020. He was the Director of Graduate Research Education and Chair of Graduate Theses Examiners from 2017-2020.
The focus of his research is the psychological and sociological understandings of early childhood education and inclusive education and inequality among children and youth. At the micro level, he explores the impact of teacher values, dispositions, cultural and family practices on inclusive teaching, learning and child development. At the macro level, he explores how policy and government support for education orchestrate educational equity and quality. He is interested in understanding how the worldwide problem of underachievement and exclusion of children and youth with a disability and/or significant learning needs can be addressed. He applies both qualitative and quantitative methodologies with diverse theoretical perspectives including critical theory, postcolonial theory, Bordieuan theory and cultural historical theory to his research. Dr Agbenyega has international research networking with several universities, including Mahidol University, Thailand; Monash University, Australia, University of Ghana; University of Cape Coast, Ghana, Millersville University, PA, USA and Universität Negeri Jakarta (UNJ). He is currently an Adjunct Associate Professor to University of St Joseph, Macau.

Publications

BOOKS

Agbenyega, J.S, Fleer, M. (eds), 2010, International Research in Early Childhood Education (IRECE) Journal, Faculty of Education, Monash University, Australia.
Power, K.M.,Agbenyega, J.S. (eds), 2010, Journal of Australian Research in Early Childhood Education - Special Mathematics Issue, Monash University, Faculty of Education, Australia.

PEER REVIEWED BOOK CHAPTERS IN EDITED COMMERCIAL BOOKS

Agbenyega, J. S., & Asiam, S. E. (2023). Leading for Educational Change: How Can We Disrupt the Colonial Legacy? IntechOpen.
Agbenyega, J. S., & Tamaklo, D. (2021). Using collaborative instructional Approaches to Prepare Competent Inclusive Education Pre-Service Teachers.). In S. Semon & P. Jones (ed.). Instructional Collaboration in International Inclusive Education Contexts (V.17). Emerald Publishers.
Agbenyega, J. S., Ikegame, K., & Rivalland, C. (2021). Soka education philosophy as a foundation for teacher preparation in creating inclusive education. In J. Goldman, J. Lambrecht, and T. Loreman (Ed). Resourcing Inclusive Education: International Perspectives on Inclusive Education, Volume 15, (pp. 117–132). Emerald Publishing Limited. ISSN: 1479-3636/doi:10.1108/S1479-363620210000015010
Agbenyega, J. S., Athinodorou, E. & Monk, H. (2018). Rising from the “Ashes”: Quality Early Childhood Education as a Panacea for National Development in Sierra Leone. In Fleer, M. & van Oers, B. (eds.). International Handbook of Early Childhood Education Vol. 1, (pp. 691-705). Springer.
Supple, B & & Agbenyega, J. S. (2018). Reconceptualising Inclusive Policy and Practice in Higher Education: A Bourdieuian Theorisation. In B. Boufoy-Bastick & L.D. Cook (Eds). International Cultures of Educational Inclusion (pp.1-27). Strasbourg, France: Analytrics.
Agbenyega, J. S. (2018). Examining Early Childhood Education System in Ghana: How Can Bourdieuian Theorisation Support a Transformational Approach to Pedagogy? In Fleer, M. & van Oers, B. (eds.). International Handbook of Early Childhood Education volume 1 (pp. 673-705). Springer.
Agbenyega, J.S. (2015). Strengthening literacy and numeracy in early childhood. In Joanne M. Deppeler, Tim Loreman, Ron Smith, Lani Florian (Ed.), International Perspectives on Inclusive Education Volume 7 (pp. 25-43): Bradford, UK: Emerald Group Publishing.
Agbenyega, J. S., Klibthong, S. (2015). Re-imagining inclusive research and practice: a focus on Bourdieu's concepts of habitus, capital, doxa and field. In Phyllis Jones & Scot Danforth (Ed.), Foundations of Inclusive Education Research vol. 6 (pp. 149-167), Bradford, UK: Emerald Group Publishing.
Agbenyega, J.S., & Sharma, U. (2014). Leading Inclusive education: Measuring ‘effective’ leadership for inclusive education through a Bourdieuian lens. In C. Forlin &T. Loreman (Ed.), International Perspectives on Inclusive Education: Volume 3 Measuring Inclusive Education (pp.115-132). Bradford, UK: Emerald Group Publishing.
Agbenyega, J.S. (2014). How Does Inclusive Theory Look Like in Practice? Resolving the Pedagogical Dilemmas of Preservice Teachers. In B. Boufoy-Bastick (Ed). International Cultures of Educational Inclusion. Strasbourg, France: Analytrics. (ISBN 979-10-90365-06-3)
Supple, B., & Agbenyega, J.S. (2014). Inclusion in higher education: Perspectives and practices. In B. Boufoy-Bastick (Ed), International Cultures of Educational Inclusion. Strasbourg, France: Analytrics. (ISBN 979-10-90365-06-3)
Fridani, L., & Agbenyega, J.S. (2014). Rethinking school readiness and transition policy and practices in early childhood education: a whole schooling framework. In B. Boufoy-Bastick (Ed). Handbook of International Culture of Education Policy (pp.121-154). Strasbourg, France: Analytrics. (ISBN 979-10-90365-03-2)
Agbenyega, J. S. (2014). Beyond alienation: unpacking the methodological issues in visual research with children. In M. Fleer & A. Ridgeway (Eds.). Visual methodologies and digital tools for researching with young children: transforming visuality (pp. 153-168), Switzerland: Springer
Klibthong, S. & Agbenyega, J. S. (2013). Thai Early Childhood Educators’ Perspectives: Transforming Inclusive Teachers to Move Beyond Religiosity. In P. Jones (Ed.), Bringing Insider Perspectives into Inclusive Teacher learning: Potentials and Challenges for Educational Professionals (pp. 121-132). London, UK: Taylor & Francis/Routledge.
Supple, B., Agbenyega, J., (2012). Reconceptualising policy and practice in higher inclusive education: a Bourdieuian theorization. In (Eds. TBC) Cultures of Education Policy: International issues of policy-outcome relationships. Analytics: Strasbourg
Deppeler, J., Moss, J., Agbenyega, J. S. (2008). The ethical dilemmas of working the visual and digital across space, in Researching education: Visually digitally spatially, (eds) J. Moss, Sense, Rotterdam, Netherlands, pp. 209-227.

PEER-REVIEWED JOURNAL PAPERS

Chookah, H. A., Agbenyega, J. S., Santos, M. I., & Habak, C. (2023). Play affordances of natural and non‑natural Mmaterials in preschool children’s playful learning tasks. International Journal of Early Childhood. https://doi.org/10.1007/s13158-023-00348-z
Agbenyega, J.S., & Klibthong, S. (2022). Giving voice: Inclusive early childhood teachers’ perspectives about their school leaders’ leadership practices. International Journal of Leadership in Education.https://doi.org/10.1080/13603124.2022.2052761
Salifu, I., & Agbenyega, J. S. (2021). Doctoral students’ learning experiences in Ghana: exploring a new curriculum using Bourdieu’s concepts. International Journal of Doctoral Studies, 16, 777-794.https://doi.org/10.28945/4879
Tamakloe, D., Mbindyo, M., Agbenyega, J. S. (2021). Transitioning from Face-Face to Online Learning: Creating Safe Spaces for Academic Advisement in the Face of a Global Pandemic. Journal of Learning Spaces, 10(3), 60-71.
Agbenyega, J.S., & Klibthong, S. (2021). Exploring Thai early childhood teachers’ experiences of inclusive teaching practices: a qualitative study. Australian Researcher, 48,125-143.
Klibthong, S., & Agbenyega, J.S. (2020). Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. Journal: International Journal of Early Years Education https://doi.org/10.1080/09669760.2020.1823205 .
Munchan, L., & Agbenyega, J.S. (2020). Exploring early childhood educators’ experiences of teaching young children with disability. Australasian Journal of Early Childhood, 45(3), 280-291. https://doi.org/10.1177/1836939120944635
Agbenyega, J.S. & Klibthong, S. (2020). A qualitative study to explore Thai early childhood teachers’ experiences of inclusive teaching practices. Australian Education Researcher, 48(1), 125-143. https://doi.org/10.1007/s13384-020-00380-1
Klibthong, S. & Agbenyega, J. (2020). Inclusive Early Childhood Settings: Analyses of the Experiences of Thai Early Childhood Teachers, International Education Studies,13(1), 21-31.
Adams, M., & Agbenyega, J. S (2019). Futurescaping: school choice of internationally mobile global middle-class families temporarily residing in Malaysia. Discourse: Studies in the Cultural Politics of Education, 40(5), 647-665. https://doi.org 10.1080/01596306.2019.1576266
Timothy, S., & Agbenyega, J. S. (2019). Insider perspectives on catalysing the development and use of individual education plans. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2019.1642401
Timothy, S. & Agbenyega, J. S. (2018). Inclusive school leaders' perceptions on the implementation of individual education plans. International Journal of Whole Schooling,14(1), 1-30.
Klibthong, S. & Agbenyega, J. S. (2018). Exploring professional knowing, being and becoming through inclusive pedagogical approach in action (IPAA) framework, Australian Journal of Teacher Education, 43 (3), 109-123.
Opoku, M. P., Mprah, K. W., Badu, E., Mckenzie, J., & Agbenyega, J. (2017). Decade of inclusive education in Ghana: perspectives of special educators. Journal of Social Inclusion, 8(1), 4-20.
Agbenyega, J. S. (2017). When belonging becomes belonging: A Bourdieuian theorisation. International Journal of Whole Schooling, 1, 5-16.
Agbenyega, J. S., Tamakloe, D. & Klibthong, S. (2017). Folklore epistemology: How does traditional folklore contribute to children’s thinking and concept development? International Journal of Early Years Education, 25 (2), 112-126.
Tamakloe, D. E. & Agbenyega, J. S. (2017). Exploring preschool teachers' and support staff's use and experiences of assistive technology with children with disabilities. Australasian Journal of Early Childhood, 42 (2), 29-36.
Agbenyega, J. S., & Deku, P. (2016). Children with Disabilities, Locus of Control, and Perceived Vulnerability to Physical and Sexual Assault in Three Special Schools in Ghana. Cogent Social Services, 2, 1-12.
Macaulay, L. W. E., Deppeler, J. M. & Agbenyega, J. S. (2016). Access to quality education for students with disability. Journal of Social Inclusion, 7(2) 3-17.
Agbenyega, J.S., Klibthong, S. (2015). Understanding the contribution of visual methods to early childhood research: a cross-cultural investigation, MIER Journal of Educational Studies, Trends & Practices, 5(1), 1- 13.
Agbenyega, J. S., & Davis, E. (2015). Exploring the intersection of English as an instructional language and inclusive pedagogy in primary mathematics classrooms in Ghana. International Journal of Whole Schooling, 11(2), 45-64.
Agbenyega, J.S., Klibthong, S. (2015). Transforming Thai preschool teachers' Knowledge on inclusive practice: A collaborative inquiry. Australian Journal of Teacher Education, 40 (7), 57-69.
Loo, J.K.Y. Agbenyega, J.S. (2015). A critical analysis of the Australian ECEC policy reform: An opportunity for transforming educators into pedagogical leaders? Australasian Journal of Early Childhood 40 (2), 127-131.
Supple, B., & Agbenyega, J.S. (2015). Reframing the Self in an International Learning Context: Experiences of International Students with a Disability. Current Issues in Education 18(1), 1-13.
Klibthong, S., Ikegame, K., Fridani, L., & Agbenyega, J. S. (2014). The relationship between quality early childhood programs and transition services in inclusive education for young children. Asian Journal of Inclusive Education, 2 (1), 35-55.
Ikegame, K., & Agbenyega, J. S. (2014). Exploring educator’s perspectives: How does learning through happiness promote quality early childhood education? Australian Journal of early Childhood Education, 39(3), 46-55.
Agbenyega, J. S & Tamakloe, D. (2014). Where do I send my child with disability? How Australian parents negotiate their kindergarten placement dilemmas. Asian Journal of inclusive Education, 2 (1), 17-33.
Agbenyega, J. S. (2014).Theorising rural transformation through Bourdieuian lenses: trumping dominant models with sustainable Indigenous practices. Journal of Education and Research, 4 (2), 20-35.
Agbenyega, J. S., & Klibthong, S. (2014). Assessing Thai early childhood teachers' knowledge of inclusive education. International Journal of Inclusive Education, 18(12), 1247-1261. DOI:10.1080/13603116.2014.886306
Salifu, I., & Agbenyega, J. S. (2013). Viewing teacher motivation in Ghana through a postcolonial lens. Current Issues in Education, 16 (3), 1-15.
Agbenyega, J. S., & Klibthong, S. (2013). A whole schooling approach: Has inclusive education gone astray? International Journal of Whole Schooling, 9 (1), 1-22.
Peers, C., & Agbenyega, J. S. (2013). When caring ‘Is’. Educational Philosophy and Theory, 1-15.
O’Nell, S., Fleer, M., Agbenyega, J. S., Ozanne-Smith, J., & Urlichs, M. (2013). A cultural-historical construction of safety education programs for preschool children: Findings from SeeMore Safety, the Pilot Study. Australasian Journal of early childhood Education, 38 (1), 74-84.
Patel, W & Agbenyega, J. S. (2013). How we view Australian early childhood education practice: Indian migrant parents’ perspectives. Australian Journal of Early Childhood Education, 38 (1), 49-54.
Salifu, I., & Agbenyega, J. S. (2013). Teacher motivation and identity issues: issues affecting professional practice. MIER Journal of Educational Studies, Trends and Practices, 3(1), 58-74.
Agbenyega, J. S. (2012). Early Childhood Education in Sub-Saharan Africa. In Oxford Bibliographies in Education. Ed. Luanna Meyer. New York: Oxford University Press
Salifu, I., & Agbenyega, J. S. (2012). Impact of discipline issues on school effectiveness: the views of some Ghanaian principals. Journal of Education Studies, Trends and Practices, 2(1), 50-65.
Agbenyega, J. S. (2012). How we view our theoretical competency: Early childhood pre-service teachers’ self-evaluation of a professional placement experience. Australian Journal of Early Childhood Education, 37(2), 141-147.
Chen, Y., & Agbenyega, J. S. (2012). Interpreting Chinese parents’ perspectives on home-kindergarten partnership. Australian Journal of Early Childhood Education, 37(2), 95-104.
Agbenyega, J. S, & Klibthong, S. (2012). Learning inclusively in higher education: a problem-based approach. Journal of Educational Studies, Trends and Practices, 2(1), 105-121.
Davis, E., & Agbenyega, J.S. (2012). Language Policy and Instructional Practice Dichotomy: The case of primary schools in Ghana. International Journal of Educational Research, 53, 341-347.
Agbenyega, J. S, & Klibthong, S. (2012). Transforming selves for Inclusive Practice: Experiences of Early Childhood Preservice Teachers. Australian Journal of Teacher Education, 37(4), 24-36.
Agbenyega, J., (2011). Institutional practices in early childhood teachers' construction and management of learning spaces: an encounter for inclusion or exclusion? International Journal of Equity and Innovation in Early Childhood, 9(1), 62-76.
Agbenyega, J. S. (2011). Researching children's understanding of safety: an auto-driven visual approach, Contemporary Issues in Early Childhood, 12(2), 163-174.
Agbenyega, J. S., Deku, P. (2011). Building new identities in teacher preparation for inclusive education in Ghana, Current Issues in Education, 14(1), 1-36. Arizona State University (Mary Lou Fulton Teachers College.
Agbenyega, J. S., & Klibthong, S. (2011). Early Childhood Inclusion: A postcolonial analysis of pre-service teachers' professional development and pedagogy in Ghana, Contemporary Issues in Early Childhood, 12 (4), 403-414.
Supple, B., Agbenyega, J. S. (2011). Developing the understanding and practice of inclusion in higher education for international students with disabilities/additional needs: A whole schooling approach, International Journal of Whole Schooling,7(2), 93-108. Whole Schooling Consortium, United States.
Agbenyega, J. S., & Peers, C. (2010). Early childhood inclusion: A silver lining in the dark clouds for African immigrant children? International Journal of Whole Schooling, 6 (2), 46-58 Whole Schooling Consortium, United States.
Agbenyega, J.S., (2009). Enhancing anticipation, coordination and conflict resolution skills in children through 'ampe', Every Child, 15 (2), 22-23. Early Childhood Australia Inc., ACT, Australia.
Agbenyega, J.S. (2009). The Australian Early Development Index, who does it measure: Piaget or Vygotsky's child?, Australian Journal of Early Childhood, 34 (2) pp. 31-37.
Agbenyega, J. S. (2008). Developing the understanding of the influence of school place on student’s’ identity, pedagogy and learning, visually, International journal of whole schooling, The whole school press/EBSCO Publishing, Canada, pp. 52-66.
Deppeler, J., Moss, J., Agbenyega, J. S. (2008). The ethical dilemmas of working the visual and digital across space, in Researching education: Visually digitally spatially, (eds) J. Moss, Sense, Rotterdam, Netherlands, pp. 209-227.
Agbenyega, J. S. (2008). Development of early years policy and practice in Ghana: Can outcomes be improved for marginalised children? Contemporary Issues in Early Childhood, 9 (4), 400-404.
Agbenyega, J. S. (2008). Early childhood education in Ghana: The policy hiatus, Journal of Australian research in early education, 15 (2), 25-40.
Agbenyega, J. S. (2007). Examining teachers’ concerns and attitudes to inclusive education in Ghana, International Journal of Whole Schooling, 3 (1), 41-56.
Agbenyega, J. S. (2006). Corporal punishment in the schools of Ghana: Does inclusive education suffer? The Australian Educational Researcher, 33 (3), 107-122.
Agbenyega, J. S., Deppeler, J. M., Harvey, D. H. (2005). Developing an instrument to measure teachers’ attitudes toward inclusive education for students with disabilities, Journal of Research and Development in Education, 5, 1-10.

PEER-REVIEWED FULL CONFERENCE PAPERS

Agbenyega, J. S., & Klibthong, S. (2019). Thai early childhood teachers’ experiences of inclusive teaching practices: A phenomenological inquiry. 12th annual International Conference of Education, Research and Innovation, November 11th-13th, 2019, Seville (Spain).
Agbenyega, J. S. (2011). How Does Theory Look Like in Practice? Resolving the Pedagogical Dilemmas of Preservice Teachers (3rd International Paris Conference on Education and Economy 20-23rd June, France)
Fridani, L., & Agbenyega, J. S. (2011). School Readiness and Transition to Primary Schools: A Whole Schooling Approach Proceedings of the 3rd International Conference on Education, Economy & Society, 20 -23 July, 2011, Analytics, France.
Supple, B., Agbenyega, J.S. (2011). Inclusion in higher education, Proceedings of the 3rd International Conference on Education, Economy & Society, 20 -23 July 2011, Analytics, France, pp. 568-576.
Swart, E., & Agbenyega, J. S. (2010). Developing researcher self-reflexivity and agency: a cross-cultural narrative of inclusive education research. Paper to be presented at the AARE: Changing climates education for sustainable futures, 30 November - 3 December 2010, AARE, Melbourne
Agbenyega, J. S. (2010). Using auto-driven research methods to create reflection of inclusive teaching and learning spaces. Paper presented at the 11 International Conference on Educational Research in Seoul, South Korea from 29-30, September 2010.
Fleer, M., Agbenyega, J.S., & Peers, C. (2009). Australian Early Development Index: neutral measurement or colonial relic? A paper presented at the 11 New Zealand/Australian Early Childhood Conference (22-23rd January, 2009) Wellington New Zealand.
Agbenyega, J. S., Deppeler, J. M., Moss, J. (2008). Knowing schooling, identity and pedagogy visually, AARE: Changing climates education for sustainable futures, 30 November - 4 December 2008, AARE, Melbourne.
Deppeler, J. M., Agbenyega, J. S. (2008). Ethical dilemmas of visual research in globalized education context, 30 November - 4 December 2008.
Agbenyega, J. S. (2005). Successful inclusive education: What matters is teacher motivation, Scholarship and Community, 7, University of Western Sydney, NSW, pp. 1-12.
Agbenyega, J. S. The Power of labelling discourse in the construction of disability in Ghana, Educational Research, Risks and Dilemmas, 29/11/2003 to 03/12/2003, AARE, www.are.org.nz/are_info.html, pp. 1-12.
Agbenyega, J. S. (2017). Zoos or schools? A Bourdieuian Analysis of Educational Provision for Students with Intellectual Disabilities. London International Conference on Education (LICE‐2017) and World Congress on Special Needs Education (WCSNE-2017) 11-14, December 2017 Cambridge, UK
Klibthong, S & Agbenyega, J. S. (2017). Utilising an International professional learning Immersion Program to Enhance Special Education Teachers’ Professional Knowledge. London International Conference on Education (LICE) and World Congress on Special Needs Education (WCSNE) 11-14 December 2017, Cambridge, UK.
Agbenyega, J. S (2016). How does traditional folklore contribute to children’s holistic development? A paper presented at the 45th Annual Meeting of the Society for Cross-cultural Research from 17-20 February 2016, Portland, Oregon USA.
Ikegame, K., & Agbenyega, J. S. (2014). Quality of early childhood education revisited: Voices of teachers in Soka kindergartens. A paper presented at the 24 European Early Childhood Research Association (EECERA) Conference at the University of Crete, Greece from 7th-10th September 2014.
Ikegame, K., & Agbenyega, J. S. (2013). Exploring teacher-child interactions: the Soka discourse in practice. A paper presented at the 14th Pacific Early childhood Research Association Annual Conference from July 4 - 6, 2013 in Seoul, South Korea.
Fridani, L., & Agbenyega, J. S. (2013). School Readiness and Transition to Primary School: Voices of Parents and Teachers in Indonesia. A paper presented at the 14th Pacific Early childhood Research Association Annual Conference from July 4 - 6, 2013 in Seoul, South Korea.
Agbenyega, J. S. (2013). Inclusive education at the margins: the voices of African migrant families accessing early childhood education for their children in Melbourne, Australia. A paper presented at the 29th Annual Pacific Rim International Conference on Disability and Diversity, April 29 & 30: Honolulu, Hawaii Convention Center, USA.
Agbenyega, J. S. & Klibthong, J. S. (2012). “One classroom two worlds”: A Bourdieuian theorisation of quality early childhood inclusive education. Paper presented at the International Conference on Early Childhood Care and Development (ECCD) “Supporting Children’s Holistic Learning and Development: Homes, Schools and Communities”, in Jakarta, Indonesia from 5-7 November 2012 at The Sultan Hotel.
Banu, M & Agbenyega, J.S (2011). Early Childhood Quality in Melbourne and Bangladesh: A critical Postcolonial Analysis Proceedings of the 3rd International Conference on Education, Economy & Society, 20 -23 July 2011, Analytics, France.
O’Sullivan, B., See, D., Zyngier, D. & Agbenyega, J. S. (2010). Enhanced learning through network communities Paper presented at the 17th conference of Australian research in early childhood education 19-21 January, Peninsula, Monash University.
Peers, C. & Agbenyega, J. S. (2010). Perceptions of access of access to early childhood education and care: stories from African refugee parents in Melbourne. Paper presented at the 17th conference of Australian research in early childhood education 19-21 January, Peninsula, Monash University.
Agbenyega, J. S. (2009). Same theory, different day? Revisiting theories of teaching and learning in Early Childhood Education. A paper presented at the Australian Kindergarten Parents Victoria Conference (29-30 May 2009), Caulfield Race Course, Melbourne.
Agbenyega, J. S. (2009). Enhancing the contribution of visual methods to early childhood education cross-culturally. A paper presented at the 11 New Zealand/Australian Early Childhood Conference (22-23rd January 2009) Wellington New Zealand.
Agbenyega, J. S. (2008). Problem based learning (PBL): A theoretical analysis of its contribution to knowledge acquisition and professional development, Institute of Education and Basic Education conference: Enhancing man power development through quality basic education, 17 December - 19 December 2008, University of Cape Coast, University of Cape Coast, pp. 1-19.
Agbenyega, J. S. (2014). A better life for all children: Framing school readiness and transition in socio-critical theory of Pierre Bourdieu. PECERA conference, Bali, Indonesia (8-10 August 2014).
Agbenyega, J. S. (2013). From theory to policy, governance and practice: Transforming the Australian early childhood education and research landscape. Invited Keynote to a forum of 35 Vice Governors from Turkey. Monash University Council Chambers 11 December 2013.