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
[email protected]

Publications

Books

Burke, J., Cacciatolo, M., & Toe, D. (Eds.). (2024). Inclusion and Social Justice in Teacher Education / Jenene Burke, Marcelle Cacciattolo, Dianne Toe, editors. Springer. https://research.ebsco.com/linkprocessor/plink?id=72d1e8ba-5040-3b4e-855....

McKenna, T., Cacciatolo, M., & Vicars, M. (Eds.). (2013). Engaging the Disengaged : Inclusive Approaches to Teaching the Least Advantaged / edited by Tarquam McKenna, Marcelle Cacciattolo and Mark Vicars ; [foreword by Shirley Steinberg]. Cambridge University Press. https://research.ebsco.com/linkprocessor/plink?id=b7f72518-6fdc-300c-b34....

Vicars, M., Steinberg, S., Mckenna, T., & Cacciatolo, M. (Eds.). (2015). The Praxis of English Language Teaching and Learning (PELT) : Beyond the Binaries: Researching Critically in EFL Classrooms / edited by Mark Vicars, Shirley Steinberg, Tarquam McKenna, and Marcelle Cacciattolo. SensePublishers. https://research.ebsco.com/linkprocessor/plink?id=766cf615-d07a-323d-82a....

Selected book chapters

Cacciatolo, M., Tartakover, S., & Mahon, L. (2023). Making literacy culturally relevant: diversity, inclusion and student agency. In M. Vicars (Ed.), Literacy in Australia: Pedagogies for Engagement (4th ed.). Wiley https://research.ebsco.com/linkprocessor/plink?id=1f77d0f0-20a7-3619-817...

Cacciattolo, M., & Aronson, G. (2023). The role of international study tours in cultivating ethnocultural empathy: Preservice teacher standpoints. In S. Weuffen, J. Burke, M. Plunkett, A. Goriss-Hunter, & S. Emmett (Eds.), Inclusion, Equity, Diversity, and Social Justice in Education: A critical exploration of the sustainable development goals (pp. 261-275). Springer Nature Singapore. https://doi.org/10.1007/978-981-19-5008-7_18

Cacciattolo, M., Carroll, J., Muscat, A., Pelosi, L., & Thomas, M. (2024). Remote teaching practicum in low-SES schools: NETDS preservice teacher perceptions. In J. Burke, M. Cacciattolo, & D. Toe (Eds.), Inclusion and Social Justice in Teacher Education (pp. 359-375). Springer International Publishing. https://doi.org/10.1007/978-3-031-67612-3_19

Jones, M., Cacciattolo, M., Fitzgerald, A., & Parr, G. (2024). Leading short-term international study experiences in initial teacher education. In J. Burke, M. Cacciattolo, & D. Toe (Eds.), Inclusion and Social Justice in Teacher Education (pp. 217-236). Springer International Publishing. https://doi.org/10.1007/978-3-031-67612-3_12

Kidman, G., Lang, C., & Cacciattolo, M. (2017). Preservice teachers’ international teaching placement: Outcomes for the accompanying academic in. In G. P. Ange Fitzgerald, Judy Williams (Ed.), Narratives of Learning Through International Professional Experience. 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 S. R. S. A. Ibrahim (Ed.), Critically Researching Youth (pp. 89-108). Peter Lang.

Lang, C., Cacciattolo., M., & Kidman, G. (2016). The global education practicum: Perspectives from accompanying academics. Asia-Pacific Journal of Teacher Education, 45(2), 145-161.

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 Council Member – Yarra Me School
  • Academic Board Member – Southern Cross Education Institute.
  • Journal of Asian Critical Education (JACE) – Founding Editor
  • Trauma-Aware Higher Education Leaders Network- Co-Chair
  • Africause- Board Member