This dynamic research team focuses on the sociopolitical dimensions of educational experiences in relation to children and young people in the Asian Century.
Peter Kelly (Co-Leader)
Peter is a social theorist/researcher who has published extensively on young people, the practice of youth studies, social theory and globalisation. His research interests include youth transitions, youth health and wellbeing and new work identities, obligations and responsibilities in a globalised risk economy.
Emily Gray (Co-Leader)
Emily is interested in questions about social justice and inclusion, and the role of education in shifting thinking and feeling around the multiple ‘isms’ that permeate educational institutions and everyday life. Her research applies an international lens to examining the multiple sites within which educational work around social justice occurs. She is also developing a governmental analysis of politics and pedagogy in relation to young people.
Barbara brings a critical approach to the sociopolitical challenges of the Asian Century for children and young people in and outside of Australia. Her research explores application of the sociology of education in contemporary research sites, school playgrounds, public open spaces and outdoor settings in early childhood centres.
Phil is interested in redressing the shortage of skilled, qualified teachers in Australian schools, to meet the needs of children and young people with disability so they can participate in fulfilling education and learning experiences. Currently he is inquiring into physical activity in South Pacific schools, teacher education in special education / disability education, sociocultural inhibitors in Australia to special education / disability education, and sports and spirituality.
Michael is focused on researching the educative experiences of lesbian, gay, bisexual and transgender (LGBT) young people, and uses reflective practice narratives, journaling, collaborative writing and critical incident narratives as integral dimensions of a research program concerned with pedagogy, dialogue and social justice. He draws upon and seeks to further ‘ground’ Critical Theory and Poststructural Theory.
Marg’s research interests are with philosophy of curriculum and how this plays out in various ways around children as young human beings, on their wellbeing and on their learning. In terms of ‘the Asian Century’ her research is focused on reconceiving how we might operate more effectively, productively and meaningfully in 21st century worlds of intermingled Western, Asian/Pacific ways of be(com)ing.
Rachel’s research interests are focused on teachers’ and teacher educators’ work, with a particular focus on challenges and opportunities for teacher professionalism and the centrality of social equity; teacher identity formation – how educators make sense of themselves in particular political, social and historical contexts; and Indigenous Studies, with a particular focus on building teacher and teacher educator understanding of related educational issues (policy, history and knowledge).
Jude’s research interests cover the history of mathematics education. She has investigated nineteenth-century developments in military and civil engineering, the appropriation of military curriculum and pedagogies by civil engineering, and the flowthrough of military curriculum and pedagogies to high school mathematics education (in the US and France, and to other English speaking countries). In addition, Jude is interested in the present effects of these historical events in the production of the ‘audit culture’; critical mathematics education; and the conditions for the production of ethical erasure in mathematics education.