Associate Professor Melissa Cain

National School of Education, Faculty of Education and Arts

Dr Melissa Cain

Areas of expertise: Creative Arts Education; Initial Teacher Education; Blindness and Low Vision

Phone: +61 7 3623 7221

Email: melissa.cain@acu.edu.au

Location: ACU Brisbane Campus

HDR Supervisor accreditation status: Full

ORCID ID: 0000-0001-8628-876X

Melissa’s teaching and research focuses on Initial Teacher Education, and Creative Arts Education, and Inclusive Education, with a focus on supporting equitable participation for students with vision impairment in mainstream schools. Melissa also researches the experiences of students studying units delivered fully asynchronously online. Melissa undertakes research with teams in Canada, the USA, Singapore, and Pacific Small Island Nations, as well as a range of collaborators at Australian universities. She is active in the low vision community, regularly collaborating with Next Sense, Vision Australia and the South Pacific Educators of Vision Impairment. Melissa volunteers her time as a goalball referee and Secretary of Goalball Queensland. Melissa was a schoolteacher in Australia and Southeast Asia for many years. She is a Senior Fellow of the Higher Education Academy. Melissa has received several higher education teaching awards and is the recipient of the Callaway Doctoral Award.

Curriculum vitae

Select publications

Peer reviewed publications

  • Fanshawe, M. & Cain, M. (2024). Participation in mathematics for a student with blindness or low vision in Australian mainstream schools: A longitudinal case study. In J. Visnovska, E. Ross, & S. Getenet (Eds.), Surfing the waves of mathematics education. Proceedings of the 46th annual conference of the Mathematics Education Research Group of Australasia (pp. 5–20). Gold Coast: MERGA
  • Cain, M. (2024). Playing the game of education is playing the game of life for students with disability. In A. Walker, H. Grimmett & A. Black (Eds.). How Games Play Us: Ludic inquiries into power, pedagogy, and change. Routledge. https://doi.org/10.4324/9781003450979-17
  • Cain, M., Fanshawe, M., Armstrong, E., & Lieberman, L. (2024). Barriers to Physical Activity for Australian Students with Vision Impairment. International Journal of Disability, Development, and Education, 71(6), 908–926. https://doi.org/10.1080/1034912X.2023.2232327
  • Cain, M., Sheehan, H., & Taouk, S. (2024). “It doesn’t feel like we’ve had the chance to really connect”. The crucial need for social presence in fully asynchronous teacher education. Teaching and Teacher Education, 152, 104789-. https://doi.org/10.1016/j.tate.2024.104789
  • Cain, M., Campbell, C., & Fanshawe, M. (2024). What’s an innovation? Capitalising on disruptive innovation in higher education. Teachers and Teaching, 30(5), 684–700. https://doi.org/10.1080/13540602.2024.2365141
  • Cain, M., Fanshawe, M., & Goodwin, P. (2024). Shining a light on disparities to access. The impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia and the Pacific. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2024.2303106
  • Cain, M. (2023). “Those moments are ineffable”. Illuminating how empathy and compassion experienced in the Arts empower pre-service teachers to make transformational change. Journal of Moral Education. https://doi.org/10.1080/03057240.2023.2287397
  • Cain, M., Burke, K., & Nislev, E. (2023 online). When constellations align: What early childhood preservice teachers need from online learning to become confident and competent teachers of the arts. British Educational Research Journal. 1-17. https://doi.org/10.1002/berj.3924.
  • Fanshawe, M., Barton, G., Mandarakas, M. Cain, M., & Todd, N. (2023). Enablers and barriers to equitable participation for students with blindness or low vision in Australian mainstream secondary schools. International Journal of Inclusive Education.
  • Ritchie, J., Phillips, L., Brock, C., Burke, G., Cain, M., Campbell, C., Davis, S., & Joosa, E. (2023). Teaching and Learning in COVID-19: Pandemic quilt storying. International Review of Qualitative Research. https://doi.org/10.1177/19408447231169069
  • Fanshawe, M., Mandarakas, M. Cain, M. et al. (2023). Building a bridge –LEGO as a kinaesthetic tool to facilitate play-based learning in early childhood and beyond. In S. Garvis & G. Barton (eds.). Kinesthetic Learning in Early Childhood: Exploring Theory and Practice for Educators. Routledge.
  • Coleman, K., Cain, M., & Campbell, C. (2023). Stories found within higher education: Shifting professional identities of academics. In K. Marsh-Davies & C. Burnett (Eds.). Teachers and Teaching Post-COVID: Seizing Opportunities for Change. Routledge.
  • Cain, M., Fanshawe, M., & Goodwin, P. (2022). The impacts of COVID-19 restrictions on learning for students with blindness and low vision in Australia and the Pacific. Journal of the South Pacific Educators of Vision Impairment (SPEVI) 14(1), 33-49.
    https://www.spevi.net/wp-content/uploads/2022/03/JSPEVI-Vol-14-2021.pdf
  • Cain, M., Campbell, C., & Coleman, K. (2022). ‘Kindness and empathy beyond all else’. Challenges to professional identities of Higher Education teachers during COVID-19 times. Australian Educational Researcher. 1-19. https://doi.org/10.1007/s13384-022-00552-1.
  • Cain, M., Sukhai, M., Fanshawe, M., & Blackstock, D. (2022). The role and place of mentorship for young adults with blindness and low vision in educational contexts. International Journal of Mentoring and Coaching in Education, 12(1), 33046. https://doi.org/10.1108/IJMCE-01-2022-0004
  •  Cain, M., Fanshawe, M., & Goodwin, P. (2021). “Come willing to learn”: Experiences of parents advocating for their children with severe vision impairments in Australian mainstream education. International Journal of Inclusive Education, 1-19. https://doi.org/10.1080/13603116.2021.1983879
  • Phillips, L., & Cain, M., et al. (2021). Surveying and resonating teacher concerns during COVID-19 pandemic. Teachers and Teaching. Theory and Practice, 1-18. https://doi.org/10.1080/13540602.2021.1982691
  • Cain, M. & Campbell, C. (2021). Creating greater awareness and demonstration of the Australian Professional Standards for teachers in initial teacher education. Australian Journal of Teacher Education 46(7), 70-85. https://doi.org/10.14221/ajte.2021v46n7.4
  • Cain, M. & Fanshawe, M. (2021). From emotional crisis to empowerment: The journey of two mothers. Infants and Young Children 34(3), 225-240. https://doi.org/10.1097/IYC.0000000000000194
  • Cain, M., & Fanshawe, M. (2021). Expectations for success: Auditing opportunities for students with print disabilities to fully engage in online learning environments in higher education. Australasian Journal of Educational Technology, 37(3), 137-151. https://doi.org/10.14742/ajet.6449.
  • Cain, M., & Phillips, L. (2021). Found poems and imagery of physical and social dis/connections in inclusive education during a pandemic. The kaleidoscope of lived curricula: Learning through a confluence of crises (pp. 109-125).13th Annual Curriculum and Pedagogy Group 2021. Edited Collection.
    https://www.infoagepub.com/products/The-Kaleidoscope-of-Lived-Curricula
  • Cain M. & Fanshawe, M. (2021). More than tolerance. A call shiFt the ableist Academy. In A. Black & R. Dwyer, MAKING shiFt HAPPEN: Women creating personal and professional alchemy in the academy. Palgrave Macmillan.
  • Cain, M., Gibbs, K. (2020). ‘Please Explain!’–public perception of students with diversity in mainstream education as voiced in Australian online news media. International Journal of Educational Research (Open). https://doi.org/10.1016/j.ijedro.2020.100006
  • Cain, M., & Fanshawe, M. (2020). “Talk to Me!”: Empowering students with a vision impairment through audio e-assessment Feedback. In C. Dann, & S. O'Neill (Eds.), Technology-Enhanced Formative Assessment Practices in Higher Education (pp. 1-19). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-0426-0.ch001
  • Cain, M., & Fanshawe, M. (2020). Catering for the specialized needs of students with vision impairment in mainstream classes: Listening to student voices for academic, physical, and social inclusion. In H. van Rensburg, & S. O'Neill (Eds.), Inclusive Theory and Practice in Special Education (pp. 192-211). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-7998-2901-0.ch010
  • Cain, M; Istvandity, L; and Lakhani, A. (2019). Participatory music-making and well-being within immigrant cultural practice: Exploratory case studies in Southeast Queensland, Australia. Leisure Studies, 2(2), 1-15. https://doi.org/10.1080/02614367.2019.1581248.
  • Cain, M. (2019). “But it wouldn't be me”. Exploring empathy and compassion for self and others through creative processes. In G. Barton & S. Garvis (eds). Compassion and Empathy in Educational Contexts. Palgrave Macmilllan, pp. 39-57.
    https://link.springer.com/book/10.1007/978-3-030-18925-9
  • Cain, M., Le, A. H., & Billett, S. (2019). Sharing stories and building resilience: Student preferences and processes of post practicum interventions. In Billett, S., Newton, J., Rogers, G., & Noble, C. (Eds.). Augmenting health and social care students’ clinical learning experiences: Processes and outcomes. Springer, pp. 27-53.
    https://link.springer.com/book/10.1007/978-3-030-05560-8
  • Cain, M. & Fanshawe, M. (2019). Opening eyes to vision impairment: Diversity is just another way of seeing. In S. Carter (ed.). Opening eyes onto diversity and inclusion. University of Southern Queensland Press. https://usq.pressbooks.pub/openingeyes
  • Cain M. & Walden, J. (2018). Musical diversity in the classroom: Ingenuity and integrity in sound exploration. British Journal of Music Education, 36(1), 5-19. https://doi.org/10.1017/S0265051718000116
  • Cain, M. & Nislev, E. (2018). Art as transformative education: Starting the conversation. Art Education Australia, 39(3). Australian Art Education 39(3), 468-491. Special theme issue- Borderless: Global narratives in art education.
    https://doi.org/10.3316/aeipt.222987
  • Nislev, E. & Cain, M. (2018). Playing in the corridors of academia. In A. Black and S. Garvis (eds.) Lived experiences of women in academia: Metaphors, manifestos and memoir. UK: Routledge, pp. 98-108.
    https://www.routledge.com/Lived-Experiences-of-Women-in-Academia-Metaphors-Manifestos-and-Memoir/Black-Garvis/p/book/9780367890940
  • Bartleet, B., Cain, M., Tolmie, D., Power, A., & Shiobara, M. (Eds.). (2018). Many Voices, One Horizon: Community music in Oceana. University of Hawaii Press. https://www.jstor.org/stable/j.ctvvn0j7
  • Tan, L. & Cain, M. (2018). A tale through two lenses. Community band music in Singapore. In B. Bartleet, M. Cain, D. Tolmie, A. Power, & M. Shiobara. (Eds.). Many Voices, One Horizon: Community music in Oceana. University of Hawaii Press, pp. 221-241.
    https://www.jstor.org/stable/j.ctvvn0j7
  • Bartleet, B., Cain, M., Tolmie, D., Power, A., & Shiobara, M. (Eds.) (2018). Community Music in the Asia Pacific: An introduction. In B. Bartleet, M. Cain, D. Tolmie, A. Power, & M. Shiobara, Many Voices, One Horizon: Community music in Oceana. University of Hawaii Press, 1-12.
    https://www.jstor.org/stable/j.ctvvn0j7
  • Sonnenschein, K., Barker, M., Hibbins, R, & Cain, M. (2017). Perceptions of different stakeholders about the graduate attributes needed by graduates entering in the Chinese hotel industry. In G. Barton & K. Hartwig, (Eds.). Professional learning in the workplace for international students: Exploring theory and practice. UK: Springer, 259-275.
  • Barton, G; Hartwig, K; Bennett, D; Cain, M., et al. (2017). Work placements for international students programs: a model of effective practice. In G. Barton & K. Hartwig, (Eds.). Professional learning in the workplace for international students: Exploring theory and practice. UK: Springer, pp. 13-34.
    https://link.springer.com/book/10.1007/978-3-319-60058-1
  • Billett, S., Cain, M., & Le, A. H. (2016). Augmenting higher education students’ work experiences: Preferred purposes and processes. Studies in Higher Education 3(7), 1279–1294. https://doi.org/10.1080/03075079.2016.125007
  • Henderson, S; Cain, M; Istvandity, L. & Lakhani (2016). The role of music participation in positive health and wellbeing outcomes for migrant populations: A systematic review. Psychology of Music 45(4), 459-478. https://doi.org/10.1177/030573561666591
  • Cain, M., Lakhani, A. & Istvandity, L. (2015). Short and long term outcomes for CALD and at risk communities in participatory music programs. Arts and Health: An International Journal for Research, Policy and Practice, 8(2), 1-16. https://doi.org/10.1080/17533015.2015.102793
  • Cain, M. Celebrating diversity: Music education in multiracial Singapore (2015). International Journal of Music Education 33(4), 463-475. https://doi.org/10.1177/0255761415584295
  • Cain, M. (2015). Music of ‘The Other’: Overcoming cultural boundaries in music education. British Journal of Music Education, 32(1), 1-16. https://doi.org/10.1017/S0265051714000394   
  • Barton, G; Hartwig, K; and Cain, M. (2015). International students’ experience of practicum in teacher education: An exploration through internationalization and professional socialization. Australian Journal of Teacher Education 40(8),149-163. https://doi.org/10.14221/ajte.2015v40n8.9
  • Lebler, D., Harrison, S., Carey, G., & Cain, M. (2014). Assessment in Music in the Australian Context: The AiM Project. In D. Lebler, S. Harrison, & G. Carey (Eds.), Assessment in music: From Policy to Practice. Springer, pp. 39-54. https://link.springer.com/book/10.1007/978-3-319-10274-0
  • Cain, M. (2014). Participants’ perceptions of fair and valid assessment practices in higher music education. In D. Lebler, S. Harrison, & G. Carey (Eds.), Assessment in music: From Policy to Practice. UK: Springer, 87-106. https://link.springer.com/book/10.1007/978-3-319-10274-0
  • Cain, M., Walden, J. & Lindblom, S. (2013). Initiate, create, activate. Practical solutions for making culturally diverse music education a reality. Australian Journal of Music Education, 2, 79-97.
    https://doi.org/10.3316/aeipt.204750   
  • Cain, M. (2011). Philosophy, policy, practice visions and realities of cultural diversity in selected primary music classrooms in Brisbane and Singapore. PhD thesis. Giffith University.  https://research-repository.griffith.edu.au/server/api/core/bitstreams/59e5fa16-2964-5121-b44f-614335e15aa4/content
  • Cain, M. (2010). Singapore International Schools: Best practice in culturally diverse music education. British Journal of Music Education, 27(2), 111-125. https://doi.org/10.1017/S0265051710000033
  • Cain, M. (2010). The origins and foundations of music education [Review]. Research Studies in Music Education. 32(2), 1-4.
  • Schippers, H. & Cain, M. (2010). A tale of three cities. Dreams and realities of cultural diversity in music education. In J. Ballantyne, & B-L. Bartleet (Eds.), Navigating music and sound education. Newcastle: Cambridge Scholars, 161-174. https://doi.org/10.1177/1321103X10386650
  • Cain, M. (2005). Dabbling or deepening - where to begin? Global music in International school elementary education. In P. Campbell et. al. (Eds.), Cultural diversity in music education. Directions and challenges for the 21st century. Brisbane: Australian Academic Press, pp. 103-112.
    https://www.amazon.com.au/Cultural-Diversity-Music-Education-Directions/dp/1875378596

Projects

  • 2021: ACU Teaching Development Grant. $10,386
    Enhancing practicum performance: Positively impacting retention, self-efficacy, resilience, confidence, and competency in pre-service teachers.
    Melissa Cain, Kathleen McGuire & Rebecca Pagano
  • 2020: South Pacific Educators of Vision Impairment. $5,000
    ‘Learning to access’: Lessons for Learning in COVID-19 Times.
    Melissa Cain
  • 2017: Griffith University, Teacher Education Research Program. $5,000
  • Evaluating a School/University Approach to Professional Experience
    Jennifer Clifton, Mia O’Brien and Melissa Cain
  • 2016: Curriculum and Assessment Authority. $50,000
    Evaluation of Endorsement Trials
    Katie Weir and Melissa Cain
  • 2014: Queensland Conservatorium Research Centre Seeding Grant. $5,000
    Health and Wellbeing Outcomes for Brisbane Refugee and Immigrant Communities in Music Participation Programs.
    Melissa Cain
  • 2013: Griffith University, AEL Collaboration Grant. $12,000.
    Crossroads: Interdisciplinary Music-health Intersections
    Naomi Sunderland and Melissa Cain

Awards

  • 2024: Vice-Chancellor’s Staff Excellence Awards – Highly Commended Recognition.
    Australian Catholic University.
  • 2024: Outstanding Reviewer Contribution Award.
    Australian Teacher Educator Association.
  • 2016: Most Effective Lecturer, Dean’s Commendation List.
    HASS Faculty, The University of Queensland
  • 2015: Award for Tutoring Excellence
    HASS Faculty, The University of Queensland
  • 2013: Callaway Doctoral Award.
    Australian Society for Music Education

Appointments and Affiliations

  • Executive Member, Australian Teacher Educator Association (ATEA).
  • Secretary, Goalball Queensland.

Public engagement

Additional publications

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