Associate Professor, Early Childhood Education - Digital Media and Creative Practice
Linda uses critical arts methodologies and practices in speculative research to explore social and education futures in the urban context.
Linda's work is focused around three main concerns:
• Speculative concepts of citizenship, and reimagining the role of cities.
• Algorithmic and networked technologies, and redesigning education possibilities
• Activist, collective, and networked processes for achieving employment equity
Current projects explore human/non-human/inhuman urban living, urban education, and urban play. Linda has developed a process of inefficient mapping to investigate and speculate on urban citizenships to interrogate concepts of distinction, and (play)spaces to consider the ethics of urban planning and design.
Linda is a co-founding member of Guerrilla Knowledge Unit, a transdisciplinary education plug-in that critically explores the conventions of Artificial Intelligence, coding, and algorithmic diversity to develop curated installations that enable young children to experiment with emergent technologies, AI, and coding.
Linda is also a co-founding member of #FEAS Feminist Educators Against Sexism, an arts activist collective that uses irreverence, comedy and arts interventions to challenge and call out sexism in academia.
Linda has an extensive publications record in the areas of philosophies of education, arts and education, experimental methodologies, has also been awarded arts research grants and prizes with international reach and impact, this includes works in 15 exhibitions in Australia, UK, USA, Canada.
More on Linda's work can be found on her personal website.
- 1999 Doctor of Philosophy (Visual Art). An Investigation from the Illustrator, into the Representational Stereotypes Contained Within UK Published Children's Picture Books, 1960-1994. University of Wolverhampton (UK), Commonwealth Fund: full scholarship
- 1992 Master of Arts in narrative illustration and editorial design, University of Brighton (UK)
- 1989 Bachelor of Arts (Hons), The Bradford College (UK)
- 2018 Ars Electronica FutureLab Academy and QUT: scholar in residence
- 2017-2019 Literacies, Language, Texts and Technologies QUT Research Group: Co-Leader
- 2016 #FEAS (Feminist Educators Against Sexism): Founding member (with Prof Mindy Blaise – ECU; Dr Emily Gray – RMIT)
- 2017 Ars Electronica FutureLab Academy and QUT: creative producer, Guerrilla Knowledge Unit (with Jacina Leong - RMIT)
- 2011-2018 Queensland Performing Arts Centre and QUT: curator, Out of the Box children's festival
- 2014 National Advocates for Arts Education: elected executive member
- 2011-2014 Art Education Australia: Vice President and Research Director
- Framing and Enabling Children's Active Play using Novel Technology (Administered by Queensland University). Funded by: ARC Discovery Projects 2020 from (2020 to 2023)
- Mapping Scientific Concepts through Nature Play in Early Childhood Education: Achieving Excellence in STEM through Evidence-Based Pedagogies. (Administered by Southern Cross). Funded by: Department of Education Queensland Government from (2018 to 2020)
6 PhD Current Supervisions
- Blaise, M.,Knight, L.,Gray, E. (2019). Punk Feminism and #FEAS: A Low-Brow Protest of Academic Sexism In: Strategies for Resisting Sexism in the Academy, Palgrave Macmillan, Cham, Switzerland
- Knight, L. (2019). Childhood art in community education: postdevelopmental learning through feminist leadership, diversity and pedagogic invention In: Postdevelopmental Approaches to Childhood Art, Bloomsbury Academic, United Kingdom
- Knight, L. (2019). Playing: inefficiently mapping human and inhuman play in urban commonplaces In: Feminist Research for 21st-Century Childhoods, Bloomsbury Academic, United Kingdom
- Knight, L. (2019). Arts based methods In: The Routledge International Handbook of Learning with Technology in Early Childhood, Routledge, United Kingdom
- Gray, E.,Knight, L.,Blaise, M. (2018). Wearing, speaking and shouting about sexism: Developing arts-based interventions into sexism in the academy In: Australian Educational Researcher, 45, 585 - 601