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Prof Lyn Fasoli

Adjunct Research Professor
Early Childhood, Indigenous Leadership, Indigenous Children’s Services

  • Name: Prof Lyn Fasoli
    Position: Adjunct Research Professor
    Research focus: Early Childhood, Indigenous Leadership, Indigenous Children's Services

    Phone: +61 8 8946 6595

    Qualifications: PhD (University of Canberra), MSc. (Wheelock College), BSc. (Wheelock College)

    Professional memberships and associations
    • NT Editor - Australasian Journal of Early Childhood
    • Member - Early Childhood Australia
    • Associate Member - Secretariat for National Aboriginal and Islander Child Care (SNAICC)
    • Member - Association for Childhood Education International
    • Member - Governance Board of NT Red Cross (managing the Tiwi Islands and Palmerston Communities for Children Project)
    • Member - Advisory Board of the Remote Indigenous Professional Development Project for Early Years Learning Framework NT Working Group
    • Member - Museums Australia
    • Member - National Museum of the American Indian
  • Prof Lyn Fasoli has worked in the field of early childhood for over 30 years, most of them in the Northern Territory. As Associate Professor in Indigenous Early Childhood Research, she has extensive experience as an educator, researcher and consultant.


    Prof Fasoli has researched and published nationally and internationally in the areas of:
    • Early Childhood
    • Indigenous Leadership
    • Indigenous Children’s Services

    She has extensive research management and coordination experience and has evaluated many programs and services concerning Indigenous children and families in regional and remote settings and has applied both quantitative and qualitative methods of inquiry. Her research adopts participatory action research methodologies that strive to build local capacity and achieve social justice outcomes. Examples of this research approach include an evaluation of the Mobile Early Childhood Services program in 11 remote communities in the Sandover and Plenty Highway region, an evaluation of Indigenous community perspectives on children’s play in the Gapuwiyak and Jilkminggan communities and an evaluation of approaches to early childhood training in the community of Wadeye.

    She has also worked collaboratively with Northern Territory Government departments and remote community workers to develop a cross-agency strategy for the prevention of hearing loss amongst young children.

    Prof Fasoli has in-depth knowledge of national initiatives impacting on the delivery of services to children and families such as the Early Years Learning Framework and the National Quality Standards through her national and international affiliations. She has contributed to a number of national reviews including the Productivity Commission’s review of Early Childhood Workforce Development and the Budget Based Children’s Services review.


    • University of Canberra Thesis Award (2003) and nominee for the Australian Association for Research in Education (AARE) national thesis award
    • Jean Denton Memorial Scholarship (2000)
    • Teaching Excellence Award - Northern Territory University (1997)


    2011 – Present Research Leader – Indigenous Research Collaborations (IRC) project to develop research capacity at Batchelor Institute, with partners: CDU, Monash, AIATSIS, ANU
    2004 – 2011 Associate Professor Indigenous Early Childhood Education, Batchelor Institute of Indigenous Tertiary Education
    2002 – 2004 Associate Dean Teaching and Learning, Faculty of Education, Health & Science, Northern Territory University (now Charles Darwin University)
    2001 – 2002 Senior Lecturer, Early Childhood Education, Faculty of Science Information Technology and Education, (became Faculty of Education Health and Science), Northern Territory University
    1999 – 2001 Doctoral Student, University of Canberra


    Research Committee

    Women’s Safe Houses: What have we learned?
    Duration: March – July 2014

    This project reviews the lessons learned through the development of the Women’s Safe Houses run by the NT Government over a four-year period since they were introduced through the Northern Territory Emergency Response across 16 remote Aboriginal communities.
    WVA-WETT Way Forward Options Paper
    Duration: Nov 2013 – March 2014
    Principle Investigators: Dr Lyn Fasoli & Ms Bonnie Moss (Menzies)

    The options paper was developed to assist the Warlpiri Early Childhood Care and Development Program to find a clear focus for the way forward for early childhood care and development (ECCD) in Warlpiri communities by providing a comparative analysis of existing successful ECCD programs being implemented locally, nationally and internationally, developing options and recommendations for ECCD intervention models and frameworks suitable for remote Aboriginal communities in Central Australia.


    Lee, P., Fasoli, L., Ford, L., Stephenson, P., McInerney, D. (2014). Indigenous Kids and Schooling in the Northern Territory: An introductory overview and brief history of Aboriginal Education in the Northern Territory. Batchelor: Batchelor Press.


    Bat, M. & Fasoli, L. (2013) Action research as a both-ways curriculum development approach: Supporting self-determination in the remote Indigenous child care workforce in the Northern Territory of Australia, Action Research Journal, 11, 1, pp. 52 - 72.
    Fasoli, L., Farmer, R., Wunungmurra, A. & Howard, D. (2013). Cross-agency Conductive Hearing Loss, Families as First Teachers Parenting Strategy, Department of Education and Training NT. Darwin.
    Holmes, C, Fasoli, L. & Stephenson, P (2013). Evaluation of the Family Support Package: A Community Perspective. For General Dissemination. Batchelor Institute of Indigenous Tertiary Education, Batchelor, NT
    Herbert, J., McInerney, D., Fasoli, L., Stephenson, P., & Ford, L. (under review) Indigenous secondary education in the NT: Building for the Future, Australian Journal of Indigenous Education.
    Holmes, C., Fasoli, L., Anderson, P., Williams, J. and Johnstone, K. (2012). Baseline Socio-economic Analysis for the Nyiyaparli People of the Pilbara, Batchelor Institute of Indigenous Tertiary Education, Batchelor, Northern Territory.
    McInerney, D. M., Fasoli, L., Stephenson, P., & Herbert, J. (2012). Building the future for remote Indigenous students in Australia. An examination of future goals, motivation, learning and achievement in cultural context. In J. N. Franco and A. E. Svensgaard (Eds.). Handbook on Psychology of Motivation: New Resea>. NOVA Press, New York.
    Frawley, J. & Fasoli, L (2012). Working Together: Intercultural Leadership Capabilities for Both-Ways Education, School Leadership & Management, 32, 4, pp. 309-320
    Fasoli, L. & Wunungmurra, A, (2011) Contexts for Communication and Learning, Indigenous Perspectives, Anti-bias Practices and Curriculum, Socio-cultural Perspectives, Issues in Inclusion and Belonging, in Worldviews, theories & philosophies in children's services Videos, ACT Professional Support Coordination Unit, Online at
    Farmer, R & Fasoli, L. (2011). You’re in new country, Advice for non-Indigenous mentors trainers and teachers. Charles Sturt University, Dubbo. Online at're%20in%20new%20county-low%20res.pdf
    Howard, D., McLaren, S, Fasoli, L., & Wunungmurra, A. (2011) Dangerous Listening: The Exposure of Indigenous People to Excessive Noise, Aboriginal & Islander Health Worker Journal, 35 (1) p. 3-8.
    Holmes, C, Fasoli, L, & Stephenson, P. (2011). Evaluation of the Family Support Package: A community perspective Report, for Northern Territory Government Department of Children and Families. Darwin. Batchelor Institute of Indigenous Tertiary Education.
    Howard, D., Wunungmurra, A., & Fasoli, L.(2011).Too Much Loud Noise Stories [online]. Aboriginal and Islander Health Worker Journal, 35,2, p.26-27.
    For more publications and other research outcomes by Dr Fasoli, visit Batchelor Institute’s Research Repository.


    Baseline Socio-Economic Analysis for the Nyiyaparli People of the Pilbara
    Principal Investigators: Dr Catherine Holmes, Dr Lyn Fasoli, Dr Kim Johnstone, Mr Patrick Anderson and Ms Justine Williams

    Funded by BHP Billiton, the research team undertook a baseline socio-economic analysis for the Nyiyaparli people of the Pilbara and BHP Billiton. The team developed a comprehensive survey instrument through a collaborative process. Fieldwork was undertaken in remote areas in a tight timeframe. The data set was extensive and included both qualitative and quantitative data. The final report was of an excellent quality with findings able to make a solid contribution to planning processes and, ultimately, service provision.
    Prevention of Conductive Hearing Loss in Remote Indigenous Communities
    2011 (Dec) - 2014 (Feb)
    Principal Investigators: Dr Lyn Fasoli, Dr Damien Howard, Ms Alison Wunungmurra

    Funded by the Department of Education and Training (NT) ($199,166) the project evaluated effective practices in hearing loss prevention in remote Indigenous community contexts and, in consultation with stakeholders, developed a cross agency strategy to reduce the incidence of conductive hearing loss (CHL) in children from birth to four years in Territory Growth Towns. The project employed participatory action research and ethnographic methods to undertake case studies of hearing loss prevention strategies in two remote Indigenous communities. Based on case study findings, a literature review on conductive hearing loss in young Indigenous children and its consequences and a report on the hearing and ear disease status of 0-4 year olds in Territory Growth Towns, the cross-agency CHL Parenting Strategy was developed. A resource pack including family activities and games was also developed in order to support implementation of the strategy through Families as First Teachers Indigenous Parenting Support Services.
    Evaluation of the Family Support Package: A community perspective
    June – Sept 2011
    Principal Investigators: Dr Catherine Holmes, Dr Lyn Fasoli, Dr Peter Stephenson

    Funded by Department of Family and Housing, Community Services and Indigenous Affairs (FaHCSIA) and NT Department of Children and Families (DCF), the project evaluated community views of the ‘Family Support Package’ (FSP). The FSP has three components: 22 Safe Places for men and women; 2 Mobile Child Protection Teams (MCPT); and Remote Aboriginal Family and Community Workers (RAFCWs). The FSP aims to provide coordinated responses to Indigenous family violence in a number of NT communities and protect Indigenous children and families from abuse and violence. Indigenous community perspectives have largely been omitted from previous evaluations and needed to guide and inform future program directions were documented and reported through this project.
    Remote Indigenous Families & Early Childhood Practitioners Working Together
    Duration: Nov 2009 – June 2010
    Principal Investigator: Dr Lyn Fasoli

    A participatory action research project, funded by DEEWR through the NT Council of Government School Organisations $80,000 (COGSO), designed to build relationships and capacity of remote Indigenous families and early childhood practitioners working in children’s services and the early years of school. The project produced an evaluation report and a community relevant, low literacy, visual resource that documented successful program – community partnership practices.
    Building Capacity for Early Childhood Development
    Principal Investigators: Dr Sue Dockett (Charles Sturt University – lead institution) & Dr Lyn Fasoli – Lead researcher Pilot
    Co-Researcher: Ms Rebekah Farmer (Batchelor Institute)
    Collaborating Institutions: Department of Education and Training NT, Riverina & Western Institutes of TAFE NSW

    This workforce development project, funded by DEEWR under the Diversity and Structural Adjustment Funding (DASAF) scheme, used participatory action research to investigate, evaluate and develop materials. View project resources at
    Can you Hear me? Preventing hearing Loss in young Indigenous children
    Principal Investigators: Dr Damien Howard (Phoenix Consulting – lead institution) & Dr Lyn Fasoli
    Co-Researcher: Ms Alison Wunungmurra (Batchelor Institute)

    This project, funded by the Australian Government Department of Health and Aging ($316, 005) investigated the behavioural indicators of hearing loss in young Indigenous children (aged 0-5 years). Based on the findings of this research a set of low literacy online learning resources was produced to explain these issues to the target audience of remote Indigenous learners. Refer to to view resources.
    Parent & Teacher Indigenous Transition to School Kit
    2008 – 2009 (August 2008 – January 2009)
    Principal Investigator: Dr Lyn Fasoli
    Co-researchers: Indigenous community members

    This joint Batchelor Institute and the Northern Territory Council of Government School Organisations (COGSO) project, funded within the Parent Schools Partnership Initiative (PSPI), piloted a process for bridging the gap between cultural and mainstream expectations for young local Indigenous children’s transition from community to school. Using a participatory action research approach, the project investigated and documented local parents, grandparents, teachers and other local community stakeholders’ constructions of childhood and perspectives on the practices they value in young 4 and 5 year old children to inform the development of a Parent and Teacher Indigenous Transition to School Kit for use in the community (Atitjere) and to act as a model for other remote Indigenous communities seeking to improve transition experiences for their children and DEET staff seeking to better understand transition issues for young Indigenous children in remote community contexts.
    Informal Training for 10 Crèches Workforce
    Duration: 2008-2009 (April 2008 – July 2009)
    Principal Investigators: Dr Lyn Fasoli & Alison Elliott (CDU)
    Co-Researchers: Saraswathi Griffith’s Chandran, Rebekah Farmer (Batchelor Institute) & Helen Hazard (CDU)

    This collaboration between Batchelor Institute (lead institution) and Charles Darwin University supported the development of basic child care skills for a group of Indigenous women in each of 10 remote NT communities identified as receiving funding from July 1, 2008 for a new community creche under the Northern Territory Emergency Response (NTER).
    Intervention? What’s that mean for us?
    Duration: 2007-2008 (July 2007 – August 2008)
    Principal Investigator: Jude Maglis
    Co-Researchers: Dr Lyn Fasoli, Lyndal Barrett, Veronica Pompei, Ranu James

    This participative action research project was funded through an internal research grant from Batchelor Institute. It seeks to support remote indigenous children’s services workers as they discuss and reflect on the meanings and impact of the recent Australian government intervention in over 70 remote Indigenous communities in the Northern Territory. Over 2 action research cycles, researchers will work with participants to identify issues relevant to their communities and develop resources that can support children’s service workers in their work with children.
    Mobile Early Childhood Services Evaluation
    Duration: 2007-2008 (July 2007- April 2008)
    Principal Investigator: Dr Lyn Fasoli

    Funded by the NT Department of Employment, Education and Training ($37,000) to undertake an in depth evaluation of the Mobile Early Childhood Services (MECS) program. The evaluation was against the stated aims of the project, i.e. to develop and establish a Remote Mobile Early Childhood Service (MECS) for the Plenty and Sandover Highway Regions; increase access to comprehensive early childhood services identified by the community; improve continuities between the varieties of services for children 0-5 years of age; and; build relationships between community members, children’s services and school. Data collection included photographs, field notes, and focus groups with over 75 stakeholders in 9 remote Indigenous communities and outstations in the Sandover (Soapy Bore, Ampilatwatja, Arlparra, Soakage Bore, Mosquito Bore) and Plenty Highway (Mulga Bore, Engawala, Irrilirree, Atitjere) region of the NT. Findings indicated a sustainable model of program delivery that should be supported further.
    Talking Pictures: Perspectives on Play from Two Remote Indigenous Communities
    Duration: 2006-2007 (March 2006-July 2007)
    Principal Investigator: Dr Lyn Fasoli
    Co-Researchers: Veronica Pompei, Jude Maglis, Ranu James, Alison Wunungmurra, Anna Godden

    Funded by the Telstra Foundation for $80,000. The project explores young Indigenous children's and family perspectives on their play in remote Indigenous communities using photographs children have taken of their own play. The photographs are also a catalyst for building connection and awareness amongst adults in their lives of children’s perspectives and lives in communities. The research products involved a photographic exhibition with multiple layers of interpretation that accompanied the photos (i.e. interpretive statements from the children themselves, the adults in their communities, and the researchers.). It also informs curriculum developers and mainstream educators about Indigenous perspectives on play which, at present, are dominated by western, instrumental views on the uses of play in early childhood classrooms.
    An Institutional Leadership Paradigm: Transforming practices, structures and conditions in Indigenous higher education
    Principal Investigators: Dr Lyn Fasoli , Dr Jack Frawley (Australian Catholic University)

    Funded through a Leadership for Excellence, Carrick Institute (now Office of Learning and Teaching– OLT) grant ($200,000). The project aims to strengthen institutional leadership capacity to develop and deliver culturally appropriate and relevant Indigenous teaching and learning programs within the participant institutes. This strengthened capacity will encourage academics, students and administrators to change and transform institutional leadership practices, structures and conditions so they can more effectively, advance excellence in Indigenous teaching and learning, generate new knowledge, and serve the community. Participant institutes are Batchelor Institute of Indigenous Tertiary Education as lead partner with Australian Catholic University (ACU National), and invited Australian (6) and international institutions (3).
    Australian Research Council (ARC) LP0561753 Linking Worlds: Strengthening the Leadership Capacity of Indigenous Educational Leaders in Remote Education Settings
    Duration: 2004-2009
    Chief Investigators: Professor Tony d’Arbon (Australian Catholic University), Associate Professor Lyn Fasoli & APDI, Dr Jack Frawley (Australian Catholic University)

    This is a three-year ARC funded project. It is the first in-depth investigation of Indigenous educational leadership in remote settings and aims to frame the unique ‘worlds’ within which Indigenous educational leaders operate, and to determine the skills, knowledge and attributes required to be an effective leader. The project will produce a practice based leadership model for the professional development and learning of current and potential Indigenous educational leaders. ACU is the lead partner in this collaboration.
    (1) Discovery Project entitled DP0662865 Securing the Future: Optimising the success of Remote Indigenous students at post-secondary education. A cross cultural study & (2) Linkage Project entitled LP0561651 Building the Future for Indigenous Students. The relationship between future vision, learning and motivational profiles in school success.
    Duration: 2004-2010
    Chief Investigator1: Dr Lyn Fasoli
    Co-Chief Investigators: Dr Jeannie Herbert (CSU), Prof Peter Stephenson, Prof Dennis McInnerney

    Undertaken by Batchelor Institute these linked projects aimed at increasing what we know about what makes students do well in their study at secondary and tertiary levels. Together these projects will provide practical Territory, national and internationally insights into NT students’ educational and life motivations and their relationship to educational achievement. The student motivation is examined in terms of future goals, achievement goals, self-concept, perceived value of education, learning strategies and self-regulation.
    ‘Both Ways’ Child Care Project
    February 2003-November 2004
    Principal Researcher: Dr Lyn Fasoliwith Robyn Benbow, Kathy Deveraux, Ian Falk, Renata Harris, Ranu James, Veronica Johns, Carolyn Preece & Katrina Railton

    Funded by Bernard van Leer Foundation ($240,000) this was a participatory action research study designed to generate and document Indigenous stories of practice about the development of child care provision in 6 remote Aboriginal communities in the NT. A team of seven Indigenous and non-Indigenous and inexperienced researchers were supported to develop their capacity to undertake research independently. The project was completed in June, 2004.
    Successful Learning for Young Adolescents in the Northern Territory
    July 2003 – December 2004
    Co-researchers: Emeritus Professor John Smyth & Dr Lyn Fasoli

    With Professor John Smyth, an internal research project grant of $7000 was secured through the NTU Research committee. Using an ethnographic research methodology this research explored the circumstances in which a school found ways of understanding the lives of young adolescents’ typically referred to as being ‘at risk’ of school failure and identified some of the pathways for confronting the barriers, interferences and impediments to satisfying learning for such young adolescents.
    Children in the art gallery - Doctoral research
    July 1999-July 2001
    Principal Researcher: Dr Lyn Fasoli

    Completed through the University of Canberra, June 2002. The study, Young Children Learning in the Art Gallery, used a sociocultural approach to learning called ‘communities of practice’ (Wenger, 1998) as a framework for understanding what happens when young children encounter a relatively new set of practices like those of an art gallery. Using an in depth case study approach, the study documented children’s participation in an art gallery and later in their preschool. Analysis focused on the resources that children had access to and used, and that both enabled and constrained their ability to participate and, therefore, to learn from the experiences. My ability to undertake this study was supported by the receipt of the Jean Denton Memorial Scholarship, 2000 and the granting of study leave from Northern Territory University.
    Working with Aboriginal Children: Narratives of Aboriginal Early Childhood Educators
    January 1998- January 1999
    Co-researchers: Dr Lyn Fasoli & Margot Ford

    This project was funded by a Research Grant from the Northern Territory University. Principal researcher for this project, undertaken with an NTU colleague Ms Margot Ford. The project focussed on negotiated meaning making through storytelling. We sought practitioners' perceptions of practices valued in their work with young Aboriginal children that could inform mainstream educators. It was a study of meanings that participants assigned to their experiences as educators of young Aboriginal children in a collaborative search for understanding. We used a collaborative narrative inquiry methodology as this form of research had a number of advantages for this particular project. Publications as above

    Principal Supervisor - PhD

    David Hardy
    Coming Out: Wagga to Warsaw to Wiradjuri: Journeys of Indigenous Identity and Queer Identity

    Robyn Ober
    The Role of Aboriginal English as a Cultural & Identity Marker in Both-ways Tertiary Educational Context

    Ganesh Koramannil
    Why we need an effective Education Language proficiency framework for remote and regional Aboriginal and Torres Strait Islander students in higher education.

    Principal Supervisor – Masters

    Noressa Bulsey
    Which way is good way? A Study of a cross cultural awareness course at an Indigenous tertiary education institution

    Rebekah Farmer
    Remote Aboriginal Perspectives on Early Childhood Programs: One way, Both-Ways, No Way!

    Secondary Supervisor – Masters

    Shirley Nirrpurranydji
    Dhunupa Dhawu: Enhancing Strengths: Researching with the Community in Gapuwiyak to develop a greater understanding of family and community perspectives on education and how the process of partnership with the school can be realised and maintained. - Ngalapalmirr ga djamarrkuli Gapuwiyakpuy, nhaltjan nguli ga limurr dhamanapanmirr ga galkithirr wukirrilil?