Marcelle Cacciattolo is a sociologist and the Associate Director (Research Training) in the Institute for Sustainable Industries and Liveable Cities at Victoria University.

Over the last twenty-three years her research has been cross-disciplinary involving health sciences and education-based research. Research projects that Marcelle has been involved in include young people and their wellbeing, refugee relocation and innovative teaching and learning pedagogies within tertiary settings. Marcelle works closely with preservice teachers and schools to examine how inclusive pedagogies can support children and families who are the least advantaged. Marcelle is an expert in trauma informed pedagogies and is working alongside international communities to establish trauma informed initial teacher education programs. Marcelle is currently an honorary adjunct professor at Mahidol University (Thailand) and Andhra University (India).

Other research projects that Marcelle has been involved in include:

  • young people and their wellbeing
  • refugee relocation
  • social justice
  • authentic teaching and learning pedagogies within tertiary settings
  • trauma aware teaching and learning practices in tertiary settings

Marcelle has published over 60 journal articles and book chapters. She has published three edited books titled, Inclusion and Social Justice in Teacher Education (2024), The Praxis of English Language Teaching and Learning (PELT) (2015) & Engaging the Disengaged: Inclusive Approaches to Teaching the Least Advantaged (2013)

Marcelle has also worked for the following organisations through her engagement in funded research:

  • Department of Education and Early Childhood Development
  • Beyondblue
  • Office for Youth
  • VicHealth
  • Immigration Museum
  • Living Museum of the West
  • VIT
  • Anglicare
  • Africause
  • Edmund Rice Education Australia

 

Portfolios

Areas of expertise

  • Trauma Aware Teaching and Learning Approaches
  • Disengaged young people
  • Global citizenship
  • Inclusive curriculum
  • Positive education
  • Refugee relocation
  • Innovative Pedagogical Practices in Tertiary Settings
  • Research Training (Higher Degree Research)
  • Intercultural Competency

Contact details

(03) 9919 5903
(03) 9919 4646
marcelle.cacciattolo@vu.edu.au

Publications

Books

Burke, J., Cacciattolo, M., & Toe, D (Eds) (In Press), Inclusion and Social Justice in Teacher Education in Global Contexts, Springer.

Vicars, M., Steinberg,S., McKenna, T. & Cacciattolo, M (2015), The Praxis of English Language Teaching and Learning (PELT), Sense Publishers.

McKenna, T., Cacciattolo, M, & Vicars, M. (2013) Engaging the Disengaged: Inclusive Approaches to Teaching the Least Advantaged, Cambridge Press.

Book chapters

Cacciattolo, M., Mahon, L. & Tartakover, S. (2024). ‘Making literacy culturally relevant: diversity, inclusion and student agency’. In M. Vicars (Ed). Literacy in Australia: Pedagogies for Engagement, 4th Edition, Wiley.

Jones, M., Cacciattolo., M., Parr, G., & Fitzgerald, A. (In Press). Leading short-term international study experiences in initial teacher education. In J. Burke, M. Cacciattolo, & D. Toe. (ed.). Inclusion and social justice in teacher education in global contexts, Springer.

Cacciattolo, M. & Aronson, G. (2023). ‘The role of international study tours in cultivating ethnocultural empathy: Preservice Teacher Standpoints’. In J. Burke, M. Plunkett, A. Goriss-Hunter and S. Emmett, Challenging Mainstream Discourses in Diverse Education Communities, Springer.

Cacciattolo, M., Lang, C., & Kidman, G. (2020). ‘Study Abroad Programs: Are they an effective tool for developing a social justice standpoint for Preservice teachers?’, in Teacher Education in Globalised Times. Eds, Jillian Fox, Colette Alexander and Tania Aspland, Springer.

Kidman, G., Lang, C. and Cacciattolo (2017) ‘Preservice teachers’ international teaching placement: outcomes for the accompanying academic in, Narratives of learning through international professional experience. ed. / Ange Fitzgerald; Graham Parr; Judy Williams, Springer.

Kruger, T., Williams, J & Cacciattolo, M. (2016). ‘The standpoint project: Practitioner research and action when working with young people from low-income families’ in Steinberg & I, Awad, Critically Researching Youth, New York: Peter Lang.

Teaching responsibilities

Research grants

Cacciattolo, M (2022,2024). SWiRL Project, Anglicare ($370,000)

Hart, K & Cacciattolo, M.  (2022) Negotiating Trauma: Teachers and Youth Workers in the Flexible Learning Classroom, Nano Nano Nagle Network ($36,274)

Kruger, T, Cacciattolo, M & Jakobi, M (2007-2009) & (2012-2014) Standpoint Project, DEECD ($160,000)

Cacciattolo, M. & McKenna, T. (2013). ‘Cultural Exchange: Immersion to Contemporary Chinese Cultural Teaching Contexts’, ASIABOUND Grant ($31,500)

Pyvis, D., Chapman, A., O’Donoghue, T., Aspland, T., & Cacciattolo, M. (2012). ‘Applying Quality Principles to Australian University transnational teaching and learning’. Australian Government, Office for Learning and Teaching ($116,000)

McKenna, T. & Cacciattolo, M. (2012). ‘Aboriginal and Torres Strait Islander: Social, Emotional Wellbeing: Communication Strategy’, beyondblue ($2,000)

Cacciattolo, M. (2011). Positive Education in Practice (PEP) at Victoria University. Research funded by the Faculty of Arts, Education and Human Development, Victoria University. Project funded for ($45, 484)

Carroll, J., Cacciattolo, M., & McKenna, T. (2010). ‘Positive Education in Practice’. Report funded by the faculty of Arts, Education and Human Development, Victoria University. Project funded for ($20,000).

 

Professional memberships

  • School Counsellor – Hume Central Secondary College
  • Journal of Asian Critical Education (JACE) – Founding Editor
  • Trauma-Aware Higher Education Leaders Network- Co-Chair
  • Africause- Board Member