Rate My Professor Rachel Burke
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Always supportive and understanding.
Inspires students to achieve their best.
Creates a safe space for learning and growth.
Inspires a passion for knowledge and growth.
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About Rachel
Associate Professor Rachel Burke is an applied linguist, Teaching English to Speakers of Other Languages (TESOL) educator, and researcher in the School of Education at the University of Newcastle, where she holds the position of Deputy Head of School, Research. She employs a critical discourse analytic approach in her work, focusing on linguistically and culturally diverse educational contexts, critical examination of the policyscape, structural mechanisms of inclusion and exclusion, and praxis-driven approaches to languages and literacies education. Her main academic specializations include applied linguistics and educational linguistics, LOTE, ESL, and TESOL curriculum and pedagogy, and sociolinguistics. Burke holds a PhD and has progressed in her career at the University of Newcastle from Lecturer to Senior Lecturer and now Associate Professor. In 2017, she was awarded a Women in Research Fellowship by the University of Newcastle to support her research as an applied linguist examining linguistically diverse students.
Burke has co-authored and co-edited several key publications. Notable books include Questioning Care in Higher Education: Resisting Definitions as Radical (2023, with S. Baker) and English and Literacies: Learning How to Make Meaning in Primary Classrooms (2022, with R. Ewing, S. O'Brien, K. Rushton, L. Stewart, and D. Brosseuk). Selected book chapters encompass "This is our safe space": Exploring the agentic curation of digital spaces and online communities in forced migration and (re)settlement (2025, with T. Bogachenko); Casualisation, academic sponsorship, and ethics of care in higher education: Navigating contested terrain (2025, with S. Baker, N. Crawford, and A.F.J. Hellwig); Application of ICT in Quality Assurance in Vietnamese Higher Education (2025, with N. Tran and K. Shaw); Reexamining engagement in Australian higher education: insights from students with Culturally and Linguistically Marginalised Migrant and/or Refugee (CALMMR) backgrounds (2024, with S. Baker and T. Molla); Gendered Precarity, Intersectionality and Barriers to Higher Education for Women Seeking Asylum in Australia (2023, with L. Hartley, R. Field, F. Babar, Atefeh, and S. Baker); and The Evolution of English as a Medium of Instruction in Vietnamese Tertiary EFL: Challenges, Strategies, and Possibilities (2021, with T. Tran and J.M. O'Toole). Her research contributes to fields such as academic literacies, cultural and linguistic diversity education, discourse analysis, intercultural communication, and second language acquisition.
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