Rate My Professor Sally Lamping

Dr. Sally Lamping is a Senior Lecturer in secondary English and education in the School of Education within the Faculty of Humanities at Curtin University, where she has been employed since 2020. She currently serves as Director of Learning and Teaching for the School of Education, a role she has held since 2022. With nearly three decades of professional experience, Lamping has worked as a teacher, teacher educator, and researcher across primary, secondary, and adult education contexts in West Africa, the United States, South Korea, and Australia. Prior to Curtin, she was a Lecturer in Literacy at Charles Sturt University in Bathurst, New South Wales. She migrated to Australia from the United States eight years ago and continues to focus on creating enabling educational spaces amid challenges.

Lamping earned her Ed.D. in Urban Literacy and M.Ed. in Literacy from Bank Street College of Education in New York, and a B.A. in English and Education from the University of Virginia. Her research specializations include the secondary English classroom, youth identities, literacy practices in new arrival programs, migrant teacher transitions, multilingual community engagement, and critical autoethnography. In 2015, she received the U.S. Fulbright Core Senior Research Scholar award, conducting research with newly arrived adolescents in Adelaide's stand-alone New Arrival Program. She currently leads a multifaceted Critical Participatory Action Research project with migrant communities in the City of Canning. Key publications encompass 'Joining with Land-as-Teacher Approaches in English Education' (2025), 'Teachers and readers: Community, Agency and Joy' (2025), 'Professional Transition in Australia: Ukrainian Migrant Teachers’ Lived Experiences' (2025), 'Exploring Counternarratives to Linguistic Privileging and Invisibility: Community Translingualism as a Mechanism for Resourcefulness' (2025), ''Noted, but not interested': critical collaborative autoethnography and the local politics of belonging' (2024), 'Locked out, but not disconnected: multilingual community engagement in Australia' (2024), and 'Pedagogies of Radical Hope: Funds of Identity and the Practice of Literacy in New Arrival Programs' (2018). Her scholarship, cited over 15 times, influences teacher education and inclusive practices. Lamping has contributed to public webinars, such as the Australian Literacy Association's session on inclusive learning partnerships, and facilitated workshops including the WAIER Undergraduate Workshop.