Rate My Professor Kathleen Butler

Associate Professor Kathleen Butler, a Bundjalung and Worimi woman, has been implementing culturally innovative pedagogy seeking social impact for 25 years at the University of Newcastle. She holds a PhD, Master of Social Science, and Bachelor of Social Science from the University of Newcastle. Her career history includes serving as Associate Lecturer in the School of Education and Arts from 1997 to 2006, Lecturer at the Wollotuka Institute in 2007, Senior Lecturer in Indigenous Curriculum Design and Development at the Centre for Teaching and Learning from 2010 to 2011, and Associate Professor of Teaching Quality and Coordination at the Wollotuka Institute since 2012. Currently, she is Director of Indigenous Research in the Office of the Deputy Vice-Chancellor (Research and Innovation) and Associate Dean - Indigenous Strategy in the College of Human and Social Futures. Previously, she headed the Wollotuka Institute and supported the Pro-Vice Chancellor Indigenous Portfolio.

Butler’s research specializations and academic interests include Aboriginal Studies, Anthropology, Global Indigenous Studies, and Sociology, focusing on embedding Aboriginal and Torres Strait Islander knowledges, histories, cultures, country, perspectives, and ethics in education. Her work involves leadership in Indigenisation of curriculum across mainstream Humanities, the Centre for Teaching and Learning, and cross-disciplinary engagement with STEM. She teaches large-scale core courses, small postgraduate cohorts, and guest lectures in online and face-to-face formats, basing her scholarship on place-based pedagogies with local, regional, national, and international impact. This extends to research and evaluation on success in NSW Public Education schools, including Indigenous people in urban planning internationally, Aboriginal Community Language Planning, and Aboriginal youth mental health innovations. Key publications include the co-edited book Exploring Urban Identities and Histories (2013), journal articles such as “Teaching race to teach Indigeneity” in Journal of Sociology (2013), “(Re)presenting indigeneity: The possibilities of Australian sociology” in Journal of Sociology (2006), and “Overcoming terra nullius: Aboriginal perspectives in schools as a site of philosophical struggle” in Educational Philosophy and Theory (2000), as well as the report “Partnering with First Nations communities in City and Regional Planning” (2023). In 2022, she received a national University Teaching Citation for sustained excellence, leadership, and innovation in resources supporting student learning. Her influence is evident in grants, fellowships, and lasting changes in culturally capable education and community transformation.