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  • Associate Professor Melanie Brooks

    Associate Professor Melanie Brooks

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  • Google Scholar
    https://scholar.google.com.au/citations?user=R-tZAcwAAAAJ&hl=en&oi=ao
  • Google Scholar
  • LinkedIn
    https://www.linkedin.com/in/melanie-c-brooks-1ba905226/?originalSubdomain=au
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  • Film: Two Schools, One Islam
    https://www.islamicschoolfilm.com/
  • Film: Two Schools, One Islam
  • ResearchGate
    https://www.researchgate.net/profile/Melanie-Brooks-8
  • ResearchGate

Associate Professor Melanie Brooks

Associate Dean (Research)

Staff Member Details
Email: melanie.brooks@ecu.edu.au
ORCID iD: https://orcid.org/0000-0002-4197-8932

Melanie is the Associate Dean Research and Associate Professor of Educational Leadership in the School of Education.

Background

Melanie Brooks is Associate Dean (Research) and Associate Professor of Educational Leadership in the School of Education. Her research investigates how school leaders influence schooling structures, policies, and practices based on their faith and/or faith identity, with a specific focus on Islam and Islamic school leadership. She has a particular interest in leadership in complex school settings, including those impacted by ideological, geopolitical, and/or socioreligious tensions.

She was a U.S. Fulbright Senior Scholar grant recipient to the Philippines and has also conducted research in the United States, Australia, Egypt, Indonesia, and Thailand. Melanie presently collaborates with international researchers to deepen understandings of how faith shapes learning environments.

In 2019 Melanie was awarded the "Bridge People" Award in the Leadership for Social Justice Special Interest Group at the American Educational Research Association's (AERA) annual meeting for her work “creating a bridge between themselves and others” through scholarship and research.
Melanie is currently an Associate Editor for the Fulbright Chronicles and co-leader of the Early Career Researcher Community in the School of Education.

Prior to working in academe, Melanie was a U.S. Peace Corps Volunteer to Thailand, university and high school librarian, and secondary English teacher.

Current teaching

  • EDU6185 - Research Preparation: Reviewing the Literature

Professional associations

  • 2021 - Present, Fulbright Chronicles, (Associate Editor)
  • 2019 - Present, Journal of Educational Administration and History, (Editorial Review Board Member)
  • 2017 - Present, Journal of School Leadership, (Editorial Review Board Member)
  • 2016 - Present, Leadership, Schools, and Change Book Series, (Editorial Review Board Member)
  • 2016 - Present, UCEA Center for the International Study of School Leadership, (Co-Director)
  • 2016 - Present, Australian Association for Research in Education, (Member)
  • 2008 - Present, American Educational Research Association, AERA, (Member)

Awards and recognition

  • 2019 - "Bridge People" Award, American Educational Research Association (AERA), Leadership for Social Justice SIG
  • 2015 - J. William Fulbright Senior Scholar Grant Recipient

National and international research awards

  • 2016 - Jeffrey V. Bennett Honorable Mention for Outstanding International Research, University Council for Educational Administration (UCEA), Center for the International Study of School Leadership
  • 2015 - World Research Advocacy Award, International Association of Multidisciplinary Research

Research areas and interests

  • School leadership, management, and administration
  • Islamic school leadership and Islamic schooling
  • Religion and education
  • Education and culture
  • Education and ethno-religious conflict
  • Geographical specialisations: Australia, Indonesia, Philippines, Thailand, United States

Qualifications

  • Doctor of Philosophy in Foundations of Education, United States of America, 2009.

Research Outputs

2024

Creative Arts Research Outputs

  • Brooks, M., Mutohar, A., Brooks, J., Sanjakdar, F. (2024). One Islam, Two Schools.

2023

Book Chapters

  • Brooks, M., Ezzani, MD. (2023). Zainab Salbi: Leadership Begins Within. Great Muslim Leaders: Lessons for Education (225-231). Information Age Publishing.

Journal Articles

  • Brooks, M., Ezzani, M., Sai, Y., Sanjakdar, F. (2023). Racialization of Muslim students in Australia, Ireland, and the United States: cross-cultural perspectives. Race, Ethnicity and Education, 26(2), 164-183. https://doi.org/10.1080/13613324.2021.1997977.

2022

Book Chapters

  • Albogami, M., Brooks, M. (2022). Job training and satisfaction in Saudi Arabia. Globalization, neoliberalism, and education: Teaching, learning and leading in the world schoolhouse (27-54). Information Age Publishing.
  • Dahal, P., Sanjakdar, F., Brooks, M. (2022). Curricular reform in Nepal and the challenges of learner-centred education. Teaching, learning and leading in the world schoolhouse: Globalization, neoliberalism, and education (219-240). Information Age Publishing.

Journal Articles

  • Brooks, M., Ezzani, M. (2022). Islamic school leadership: advancing a framework for critical spirituality. International Journal of Qualitative Studies in Education, 35(3), 319-336. https://doi.org/10.1080/09518398.2021.1930265.
  • Brooks, J., Brooks, M. (2022). School leadership between the cross and the crescent: spiritual capital and religious capital in the southern Philippines. International Journal of Qualitative Studies in Education, 35(3), 281-300. https://doi.org/10.1080/09518398.2021.1982061.

2021

Book Chapters

  • Brooks, M. (2021). Islam and the schoolhouse: How principals can understand and support their Muslim students, teachers, and families. The School Leadership Survival Guide (331-347). Information Age Publishing.

Journal Articles

  • Ezzani, M., Brooks, M., Young, L., Bloom, A. (2021). Islamic school leadership and social justice: an international review of the literature. International Journal of Leadership in Education, 2021(Article in press), 1-34 pp. https://doi.org/10.1080/13603124.2021.2009037.

2020

Book Chapters

  • Berry, JR., Robertson, S., Brooks, M. (2020). Components of linguistically and culturally responsive school leadership. Multiculturalism and multilingualism at the crossroads of school leadership: Exploring leadership theory, research, and practice for diverse schools (213-225). Springer. https://doi.org/10.1007/978-3-030-54750-9_12.

Journal Articles

  • Brooks, M., Brooks, J., Mutohar, A., Taufiq, I. (2020). Principals as socio-religious curators: progressive and conservative approaches in Islamic schools. Journal of Educational Administration, 58(6), 677-695. https://doi.org/10.1108/JEA-01-2020-0004.
  • Brooks, M., Cutler, K., Sanjakdar, F., Liou, D. (2020). Teaching Jihad: Developing religious literacy through graphic novels. Religions, 11(11), 1-16. https://doi.org/10.3390/rel11110622.

2019

Books

Book Chapters

  • Brooks, M., Brooks, J. (2019). Dynamics that Impede and Facilitate Educational Effectiveness in the Philippines. Asia Pacific Education: Leadership, Governance and Administration (103-112). Information Age Publishing Inc..

Journal Articles

  • Brooks, M., Brooks, J. (2019). Culturally (ir)relevant school leadership: Ethno-religious conflict and school administration in the Philippines. International Journal of Leadership in Education, 22(1), 6-29. https://doi.org/10.1080/13603124.2018.1503819.
  • Ezzani, M., Brooks, M. (2019). Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students. Educational Administration Quarterly, 55(5), 781-811. https://doi.org/10.1177/0013161X18821358.

2018

Book Chapters

  • Brooks, M. (2018). Grassroots Leadership for Ecological Sustainability, Empowerment, and Political Change: Wangari Maathai and the Green Belt Movement. Leading Against the Grain: Lessons for Creating Just and Equitable Schools (14-22). Teachers College Press.

Journal Articles

2017

Journal Articles

  • Brooks, M., Ezzani, M. (2017). "Being wholly Muslim and wholly American": Exploring one Islamic school's efforts to educate against extremism. Teachers College Record, 119(6), article number 060305.
  • Brooks, M. (2017). Southern Filipino school leaders and religious diversity: A typology. International Journal of Educational Management, 31(5), 646-660. https://doi.org/10.1108/IJEM-08-2016-0164.

2016

Journal Articles

  • Brooks, M., Sungtong, E. (2016). ‘We still have bombings’: school principals and insurgent violence in Southern Thailand. International Journal of Leadership in Education, 19(5), 505-533. https://doi.org/10.1080/13603124.2015.1059489.

2015

Book Chapters

  • Brooks, M., Brooks, J. (2015). Exploring opportunities and challenges of cross-cultural and international teaching, research, and service for higher eduction faculty members. Cross-cultural collaboration and leadership in modern organisations (35-48). IGI Global.
  • Brooks, M., Sungtong, E. (2015). The challenge of multicultural education during insurgency: The case of Southernmost Thailand. Comparative International Perspectives on Education and Social Change in Developing Countries and Indigenous Peoples in Developed Countries (189-200). Information Age Publishing.
  • Brooks, M. (2015). Teaching in Cairo: Exploring Gender, Social Class, and Workplace Relationships. Urban Educational Leadership for Social Justice: International Perspectives (257-274). Information Age Publishing.

Journal Articles

2014

Book Chapters

  • Brooks, M. (2014). Navigating my career as a trailing spouse. Continuing to disrupt the status quo? Young and new women professors of educational leadership (117-128). Information Age Publishing.

Journal Articles

2013

Book Chapters

  • Sungtong, E., Brooks, M. (2013). Developing from assistant to full principal in a context of social unrest: The case of Southern Thailand. Collective Efficacy: Interdisciplinary Perspectives on International Leadership (309-324). Emerald.

Journal Articles

  • Brooks, M., Brooks, J. (2013). What can school leaders do about violence in schools?. Journal of Curriculum and Pedagogy, 10(2), 115-118. https://doi.org/10.1080/15505170.2013.849627.
  • Brooks, J., Witherspoon Arnold, N., Brooks, M. (2013). Educational leadership and racism: Second-generation segregation in an urban high school. Teachers College Record, 115(11), 1-27. https://doi.org/17182.

2012

Book Chapters

  • Brooks, M. (2012). myworklifebalance.edu. Juggling Flaming Chainsaws: Academics in Educational Leadership Try to Balance Work and Family (45-50). Information Age Publishing.

2010

Journal Articles

  • Brooks, M. (2010). Religious conversion to Islam and its influence on workplace relationships in American and Egyptian Schools: A case study. Educational Policy: an interdisciplinary journal of policy and practice, 24(1), 83-109. https://doi.org/10.1177/0895904809354319.

2008

Journal Articles

  • Brooks, J., Hughes, R., Brooks, M. (2008). Fear and trembling in the American High School: Educational reform and teacher alientation. Educational Policy: an interdisciplinary journal of policy and practice, 22(1), 45-62. https://doi.org/https://doi.org/10.1177/0895904807311296.

2006

Journal Articles

  • Brooks, J., Brooks, M. (2006). Some "New" Extensional Devices, 2006. ETC A review of general semantics, 63(1), 62-66.

2005

Journal Articles

  • Brooks, M., Brooks, J. (2005). Whole language or phonics: Improving language instruction through general semantics. ETC: A review of general semantics, 62(3), 271-280.

Research Projects

  • Islamic Schooling in Australia and Indonesia: A Collaborative Documentary Film , Department of Foreign Affairs and Trade, Australia-Indonesia Institute, 2022 ‑ 2023, $37,066.

Research Student Supervision

Current Supervisions

Associate Supervisor

  • Doctor of Philosophy, Investigating Chinese language teaching for young learners in Australian primary schools: Beliefs and practices

Completed Supervisions

Principal Supervisor

  • Job training satisfaction: Exploring the moderating role of attitudes and expectations in the Saudi Context

Co-principal Supervisor

  • Exploring Nepali secondary English language teachers’ understanding and application of the national curriculum

Assistant Supervisor

  • The experience of refugee women in a perinatal nutrition education program
  • Breaking through the bars: Understanding the K-12 educational experience through the voices of individuals who were incarcerated
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