Rate My Professor Genevieve Thraves

University of New England

4.3

4 reviews · out of 5

Rate Genevieve

Is this you? Claim this profile

Ratings & reviews

4.08/20/2025

Makes even dry topics interesting.

4.05/21/2025

Makes complex topics easy to understand.

4.02/27/2025

Always approachable and supportive.

5.02/18/2025

Encourages critical thinking and analysis.

Taught by or worked with Genevieve?

Add your rating. It takes about 30 seconds.

About Genevieve

Dr. Genevieve Thraves is a Senior Lecturer in Learning and Teaching and Inclusive Education at the School of Education, Faculty of Humanities, Arts, Social Sciences and Education, University of New England. She earned her Doctor of Philosophy and Master of Education (Gifted and Talented) from the University of New England, a Graduate Diploma in Education from Queensland University of Technology, and a Bachelor of Arts from the University of Newcastle. Thraves coordinates the Bachelor of Special and Inclusive Education (Primary) program and maintains a strong teaching record in gifted education at both school and tertiary levels. Her research interests encompass high-ability studies, gifted and talented education, and Indigenous education. As a member of the Equity, Inclusion and Participation Strategic Research Group at UNE, she contributes to initiatives promoting equity and inclusion in education.

Thraves has attracted approximately $1,900,000 in research funding, facilitating collaborations with industry partners, and her scholarship has shaped policy and improvement strategies at state and national levels. In 2022, she was awarded the John Geake Outstanding Thesis Award by the Australian Association for the Education of the Gifted and Talented, a biennial honor. Her peer-reviewed publications include 'The Australian paradigm: A point in time snapshot of gifted education across Australian state and territory policy documents, guidance, and web-based information' (2024, Australasian Journal of Gifted Education); 'Yolŋu way and the DMGT (talent development): A mismatch' (2023, Australasian Journal of Gifted Education, with M. Dhurrkay); 'Co-constructed talent development as a realisation of Ganma: A talent development model for gifted Aboriginal (Yolŋu) students' (2022, Australasian Journal of Gifted Education, with J. Berman, P. Baker, and M. Dhurrkay); 'Twice or Thrice? Identification Issues and Possibilities Related to Students with Exceptionalities in Australian Schools' (2022, in Critical Issues in Servicing Twice Exceptional Students, with M.A. Haines and L. Cornish); 'Media Representation and the Paralympics: A Step Too Far or Not Far Enough?' (2022, Media International Australia, with A. Page, K. Dally, and J. Anderson); 'Facilitating dialogue to support Ganma: a methodology for navigating contested knowledge' (2021, Australian Aboriginal Studies, with M. Dhurrkay, P. Baker, and J. Berman); and 'Djalkiri rom and gifts, talents, and talent development: Yolŋu way, an Australian Aboriginal approach to talent development' (2021, Australasian Journal of Gifted Education, with P. Baker, J. Berman, A. Nye, and M. Dhurrkay). Additionally, she has produced non-traditional research outputs, including videos for the Victorian Department of Education's High-Ability Toolkit series on topics such as addressing high ability in literacy, data-informed practice, and supporting high-ability Koorie students.