Profile image of Julianne Moss

Prof Julianne Moss

STAFF PROFILE

Position

Director REDI: Research for Educational Impact

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Melbourne Burwood Campus

Qualifications

Doctor of Philosophy, Deakin University, 2000

Contact

julianne.moss@deakin.edu.au
+61 3 924 46597

Biography

My academic career is shaped by leadership of curriculum and educational change linked to an established program of innovative qualitative research.  Over a forty year career in education I have upheld an enduring commitment to equity and social justice. My experience in education has been equally shared between the university sector and the school system.   My research interests centre on leading change through a focus on curriculum theory, curriculum leadership, practitioner inquiry and qualitative research methodology, notably visual methods. My research program is developed from questions of equity, participation and agency and shows sustained links to schools, school systems and the professional work of early career teachers.  I have contributed more than 100 publications that include book chapters, refereed journal articles, reports, professional books and other publications in a range of high standing international and national peer review publications and conference proceedings. My service contribution in additional to my leadership roles in higher education include the organisation of academic colloquia series; national president of the Australian Association for Research in Education (2013-14), an active member of major professional associations and conference committees; reviewing for international research panel reviews and promotion committees; editor of Teaching Education; membership of international editorial boards and regular reviewing for a range of social science journals in education, teaching and the arts.

Read more on Julianne's profile

Research interests

Curriculum theory and change, practitioner inquiry, teacher education and qualitative research methodology (visual methods) with a focus on student diversity.

Affiliations


Editorial Boards:

Teaching Education
Education Policy Analysis Archives
Journal of Research in Special Educational Needs International Advisory Board
International Journal of Whole Schooling
Editorial Reviewer:
Asia Pacific Journal of Teacher Education
Australian Journal of Philosophy
Australian Association for Research in Education
International Journal of Inclusive Education
Journal of Research in International Education
Journal of Australian Research in Early Childhood Education
Pedagogies: An International Journal
Critical Studies in Education

Teaching interests

Member of Curriculum Pedagogy and Professional Learning Discipline Group

Research supervision

Visual methods

Pedagogy and Curriculum and the intersections with student diversity 

Pedagogy and Curriculum,  teacher professional learning and school reform

Expertise

Pedagogy Curriculum Diversity Visual Methods Teacher education
  • Education

Professional activities

Membership:

Australian Association for Research in Education - AARE

Past President Australian Association for Research in Education 2013 - 2014

American Educational Research Association  - AERA

Research groups

Director of REDI. Deakin University's  Strategic Research Centre in Education

 ARC Project 2013 - 2015

Title: Doing Diversity: Intercultural Understanding in primary and secondary Schools
Research team: Prof. Christine Halse (DU), Prof. Fethi Mansouri (DU), Prof. Julianne Moss (DU), Dr Ruth Arber (DU), Dr Jo O'Mara (DU),  A/Prof. Colin Arrowsmith (RMIT), Dr Naomi Priest (Melbourne), Dr Nida Denson (UWS). 
Industry Partners: Together for Humanity Foundation, Victorian DEECD, Victoria Curriculum and Assessment Authority, Pukunui Technology (Moodle).
Administering Institution: Deakin University
Total Funding: $630,000 

Publications

Filter by

2017

Inclusive education, subjectivities and the posts

B Whitburn, J Moss, J O'Mara

(2017), Vol. 6, pp. 31-44, Inclusive education: making sense of everyday practice, Rotterdam, The Netherlands, B1

chapter

The policy problem: the National Disability Insurance Scheme (NDIS) and implications for access to education

B Whitburn, J Moss, J O'Mara

(2017), Vol. 32, pp. 467-479, Journal of education policy, Abingdon, Eng., C1

journal

The devil is in the detail: Bourdieu and teachers' early career learning

J Kirkby, J Moss, S Godinho

(2017), Vol. 6, pp. 19-33, International journal of mentoring and coaching in education, Bingley, Eng., C1

journal

Studying the effectiveness of teacher education: early career teachers in diverse settings

D Mayer, M Dixon, J Kline, A Kostogriz, J Moss, L Rowan, B Walker-Gibbs, S White

(2017), Gateway East, Singapore, A1

book

School leadership and intercultural understanding: school foyers as situated spaces for doing diversity

J Moss, J O Mara, T McCandless

(2017), pp. 1-18, International Journal of Inclusive Education, United Kingdom, C1

journal

The National Disability Insurance Scheme and access to education: progressive or coercive policy discourse?

B Whitburn, J Moss, J O'Mara

(2017), pp. 1-15, International journal of inclusive education, Abingdon, Eng., C1

journal
2016

Conclusion

B Pini, J Moss

(2016), pp. 267-275, Visual research methods in educational research, Basingstoke, Eng., B1

chapter

Introduction

J Moss, B Pini

(2016), pp. 1-14, Visual methods in educational research, Basingstoke, Eng., B1

chapter

Initial teacher education and assessment of graduates in Australia

J Moss, D Mayer, A Allard, M Dixon

(2016), Vol. 13, pp. 149-162, Quality and change in teacher education: Western and Chinese perspectives, Berlin, Germany, B1

chapter

The use of the visual to interpret school cultures: producing knowledge and knowing when you are learning to teach

J Moss, K Senior

(2016), pp. 75-99, Visual research methods in education, Basingstoke, Eng., B1

chapter

2014 Australian Association for Research in Education presidential address: educational research and the tree of knowledge in a post human digital age

J Moss

(2016), Vol. 43, pp. 505-525, Australian educational researcher, Dordrecht, The Netherlands, C1

journal
2015

Using the art of trompe l'oeil to research induction and mentoring

J Kirkby, J Moss, S Godinho

(2015), Vol. 26, pp. 131-144, Teaching education, Oxford, Eng., C1

journal

Keeping connected: the lives of young people with ongoing health conditions in Australia

J MOSS

(2015), pp. 196-207, Photography in educational research, London, Eng., B1

chapter

Cross-curriculum design: enacting inclusive pedagogy and curriculum

J Moss, K Harvie

(2015), Vol. 7, pp. 259-279, Inclusive pedagogy across the curriculum: international perspectives on inclusive education, Bingley, Eng., B1

chapter
2014

Keeping connected: the design and overview of the research

J Moss

(2014), Vol. 18, pp. 219-226, International journal of inclusive education, Abingdon, England, C1

journal

Keeping connected: a review of the research relationship

J Moss, T Hay

(2014), Vol. 18, pp. 295-311, International journal of inclusive education, Abingdon, England, C1

journal
2013

Embedding learning in a paediatric hospital: changing practice and keeping connected

L Hopkins, J Moss, J Green, G Strong

(2013), Vol. 18, pp. 312-321, International journal of inclusive education, Abingdon, England, C1

journal

Authentically assessing graduate teaching: outside and beyond neo-liberal constructs

A Allard, D Mayer, J Moss

(2013), Vol. 41, pp. 425-443, Australian educational researcher, Dordrecht, The Netherlands, C1

journal

Visual research methods in education: in between difference and indifference

J Moss

(2013), Vol. 10, pp. 63-77, International journal on school disaffection, Stoke-on-Trent, England, C1-1

journal

Finding aesthetic form inside the tome: the doctorate and arts based educational research

J Moss, J O'Mara

(2013), pp. 1-1, AARE 2013 : Shaping Australian educational research : Proceedings of the Australian Association for Research in Education 2013 annual conference, Adelaide, S. A., E1-1

conference
2011

Inclusive schooling : an island story

J Moss

(2011), Rotterdam, The Netherlands, A1-1

book

Understanding visual and intertextual approaches in pedagogical and curriculum research: a pretext

J Moss

(2011), Vol. 15, pp. 379-388, International journal of inclusive education, Abingdon, England, C1-1

journal

Pedagogical and curriculum renewal in Australia : a visual and intertextual research approach

J Moss

(2011), Vol. 15, pp. 285-302, International journal of inclusive education, Abingdon, England, C1-1

journal
2010

Visual methods : the exposure of exclusion and inclusion

J Moss

(2010), pp. 359-370, Multimodalität in den künstlerischen therapien, Berlin, Germany, B1-1

chapter

Diversity, rights and access at the health and education interface for young people with an ongoing health condition

J Moss

(2010), pp. 1-1, AARE 2010 : Proceedings of the 2010 Australian Association for Research in Education Conference, Melbourne, Vic., E1-1

conference

Cultivating teachers' knowledge and skills for leading change in schools

S Carrington, J Deppeler, J Moss

(2010), Vol. 35, pp. 1-13, Australian journal of teacher education, Katoomba, N.S.W., C1-1

journal

A partnership in induction and mentoring : noticing how we improve our practice

J Moss

(2010), Vol. 35, pp. 43-53, Australian journal of teacher education, Katoomba, N.S.W., C1-1

journal
2009

Growing up with a chronic illness : a story of a girl

J Moss

(2009), pp. 1-1, AARE 2009 : Australian Association for Research in Education International Education Research Conference, Canberra, A.C.T., E1-1

conference
2008

The ethical dilemmas of working the visual and digital across space

J Deppeler, J Moss, J Agbenyega

(2008), pp. 209-228, Researching education : visually-digitally-spatially, Rotterdam, The Netherlands, B1-1

chapter

Education researchers : working visually, digitally spatially

J Moss

(2008), pp. 1-20, Researching education : visually-digitally-spatially, Rotterdam, The Netherlands, B1-1

chapter

After image

J Moss

(2008), pp. 229-242, Researching education : visually-digitally-spatially, Rotterdam, The Netherlands, B1-1

chapter

Visual methods and policy research

J Moss

(2008), pp. 59-73, Doing visual research with children and young people, London, England, B1-1

chapter

Visuality and reflexive lines of flight : studying boys' assemblages of learning in a year 8 clasroom

G Bain King, J Moss

(2008), pp. 53-86, Researching education : visually-digitally-spatially, Rotterdam, The Netherlands, B1-1

chapter

Knowing schooling, identity and pedagogy visually

J Agbenyega, J Deppeler, J Moss

(2008), pp. 1-12, AARE 2008 : Changing climates : education for sustainable futures. Proceedings of the 2008 Australian Association for Research in Education conference, Brisbane, Qld., E1-1

conference

Visuality and reflexive lines of flight : studying boys' assemblages in a year 8 classroom

G Bain King, J Moss

(2008), pp. 1-1, AARE 2008 : Changing climates : education for sustainable futures. Proceedings of the 2008 Australian Association for Research in Education conference, Brisbane, Qld., E1-1

conference

Ethical dilemmas of visual research in globalised education context

J Deppeler, J Moss, J Agbenyega

(2008), pp. 1-1, AARE 2008 : Changing climates : education for sustainable futures. Proceedings of the 2008 Australian Association for Research in Education conference, Brisbane, Qld., E1-1

conference

Paper 4 : Schooling, identity and social connectivity

L Yates, T Potas, P Leger, J Green, P Ferguson, J White, T Hay, J Moss

(2008), pp. 1-18, AARE 2008 : Changing climates : education for sustainable futures. Schoolong identity and social connectivity, sustainable futures for young people with chronic healths conditions : Proceedings of the 2008 Australian Association for Research in Education, Brisbane, Queensland, E1-1

conference

Schooling, identity and social connectivity

J Moss

(2008), pp. 1-1, AERA 2008 : Research on schools, neighborhoods, and communities, toward civic responsibility : Proceedings of the 2008 American Educational Research Association meeting, New York, N.Y., E1-1

conference

Education gets researched : visually - digitally - spatially

J Moss

(2008), pp. 1-1, AERA 2008 : Research on schools, neighborhoods, and communities, toward civic responsibility : Proceedings of the 2008 American Educational Research Association meeting, New York, N.Y., E1-1

conference

Leading professional learning in an Australian secondary school through school-university partnerships

J Moss

(2008), Vol. 36, pp. 345-357, Asia-Pacific journal of teacher education, London, England, C1-1

journal
2007

Pedagogical content knowledge : perspectives from the science classroom

C Ure, M Dixon, J Moss, P Ferguson, K Senior

(2007), AERA 2007 : The world of educational quality, Chicago, Ill., E1-1

conference

Leading pedagogical change in schools

J Moss

(2007), pp. 1-1, Redesigning pedagogy : culture,knowledge & understanding : conference proceedings, 28-30 May 2007, Singapore, Singapore, E1-1

conference

Researchers in education working - visually - digitally - spatially

J Moss

(2007), pp. 1-1, AERA 2007 : The world of educational quality : Proceedings of the 2007 American Educational Research Association annual meeting, Chicago, Ill., E1-1

conference

Boys' assemblages of learning

J Moss, G Bain-King

(2007), pp. 1-1, AERA 2007 : The world of educational quality : Proceedings of the 2007 American Educational Research Association annual meeting, Chicago, Ill., E1-1

conference

The pedagogy research agenda : teacher orientations and occupational knowledge

J Moss, C Ure

(2007), pp. 1-1, Redesigning pedagogy : culture,knowledge & understanding : conference proceedings, 28-30 May 2007, Singapore, Singapore, E1-1

conference

Classroom research as teacher-researcher

L Hoong, H Chick, J Moss

(2007), Vol. 10, pp. 1-26, Mathematics educator, Athens, Ga., C1-1

journal

Student researchers in the middle : using visual images to make sense of inclusive education

J Moss, J Deppeler, L Astley, K Pattison

(2007), Vol. 7, pp. 46-54, Journal of research in special educational needs, Oxford, England, C1-1

journal
2006

Understanding curriculum to support education for all

J Moss

(2006), pp. 127-148, Schools and diversity, Frenchs Forest, N.S.W., B1-1

chapter

The principles of learning and teaching (PoLT)

J Moss

(2006), AARE 2006 : Proceedings of the 2006 Australian Association for Research in Education conference, Adelaide, S. Aust., E1-1

conference

Reading 'voice' and 'place' : the account of Victoria, Australia

J Moss, T Hay, J Deppeler

(2006), AERA 2006 : Education research in the public interest : Proceedings of the 2006 American Educational Research Association meeting, San Francisco, Calif., E1-1

conference

Teacher education in Victoria : the case of the University of Melbourne

C Ure, J Moss

(2006), pp. 1-1, AERA 2006 : Education research in the public interest : Proceedings of the 2006 American Educational Research Association meeting, San Francisco, Calif., E1-1

conference
2005

Waiting in the transit lounge : portfolios, identity and globalization

M Dixon, J Moss

(2005), pp. 136-145, Portfolios, performance and authenticity, Frenchs Forest, N.S.W., B1-1

chapter

Introduction :The inspector calls again

J Moss

(2005), Portfolios, performance and authenticity, Frenchs Forest, N.S.W., B1-1

chapter

From profiles to rich tasks : authenticity in curriculum and assessment practices in Australia

J Moss, J Wilson, D Pierides

(2005), pp. 40-60, Portfolios, performance and authenticity, Frenchs Forest, N. S. W., B1-1

chapter

Using visual images to make sense of inclusive education : an interactive symposium based on experiences in five countries

M Ainscow, S Carrington, J Deppeler, P Engelbrecht, C Forlin, T Hay, I Kaplan, I Lewis, S Miles, J Moss, P Mumba

(2005), pp. 1-4, ISEC 2005 : Inclusion - celebrating diversity : Proceedings of the 2005 Inclusive and Supportive Education congress, University of Strathclyde, Glasgow, Scotland, E1-1

conference

The Disability Service standards in Australia : reforming the workers

J Moss

(2005), pp. 1-1, ISEC 2005 : Inclusion - celebrating diversity : Proceedings of the 2005 Inclusive and Supportive Education congress, University of Strathclyde, Glasgow, Scotland, E1-1

conference

From profiles to rich tasks : the situated nature of 'authenticity' in the context of reforming curriculum and assessment practices

J Moss, S Godinho

(2005), pp. 1-15, BERA 2005 : British Educational Research Association Annual Conference, Glamorgan, Wales, E1-1

conference
2004

Moving your story forward : frameworks for thinking about learning and teaching

P Ferguson, M Dixon, T Hay, J White, J Moss

(2004), pp. 12-30, Invitations and inspirations : pathways to successful teaching, Carlton South, Vic., B1-1

chapter

Ownership and power : developing and implementing teacher professional standards

J White, P Ferguson, T Hay, J Moss, M Dixon

(2004), Vol. 32, Unicorn, Carlton, Vic., C1-1

journal

Noticing a flow of networks

M Dixon, T Hay, P Ferguson, J Moss, J White

(2004), pp. 77-90, ICET 2004 : Teachers as learners : building communities for professional development, Hong Kong, E1-1

conference

Teacher professional standards : ownership, identity and professionalism

P Ferguson, J White, T Hay, M Dixon, J Moss

(2004), pp. 14-, ICET 2004 : The International Conference on Educational Technology, Suntec Singapore International Convention and Exhibition Center, Singapore, E1-1

conference

Narrative and portfolio approaches to teacher professional standards

T Hay, J White, J Moss, P Ferguson, M Dixon

(2004), pp. 22-41, ICET 2004 : Teachers as learners : building communities for professional development, Hong Kong, E1-1

conference

Images and catalysts : the possibilities of arts based approaches for educational research

J Moss, T Hay, J White, P Ferguson, M Dixon

(2004), ICET 2004 : Teachers as learners : building communities for professional development, Hong Kong, E1-1

conference

Ethnographies and identities : the transformation of pre-service teachers

J White, M Dixon, T Hay, P Ferguson, J Moss

(2004), ICET 2004 :Teacher Education : An Umbrella for Professional Activism" Symposium, International Council on Education for Teaching (ICET) World Assembly, Hong Kong, E1-1

conference

Do you see what I see? Noticing respect, relationships, care and communication in learning and teaching

R English, L Longaretti, J Moss

(2004), pp. 31-51, Invitations & inspirations : pathways to successful teaching, Carlton South, Vic., B1-1

chapter

Local knowing : narrative inquiry and the teacher-researcher

J Moss, T Hay

(2004), pp. 105-118, Invitations & inspirations : pathways to successful teaching, Carlton South, Vic., B1-1

chapter

Partnerships for learning : an international perspective on the development of inclusive schools

J Moss, J White, K Moore

(2004), pp. 1-22, AARE 2004 : Doing the public good : positioning educational research ; Proceedings of the 2004 International Education Research conference, Melbourne, Vic., E1-1

conference

Reading for meaning : problematizing inclusion in Indonesian civic education

M Fearnley- Sander, J Moss, L Harbon

(2004), Vol. 8, pp. 203-219, International journal of inclusive education, Abingdon, England, C1-1

journal
2003

The teacher at professional career entry : fragments and paradoxes

J Moss, J White

(2003), pp. 1-10, BERA 2003 : Proceedings of the 2003 British Educational Research Association, Edinburgh, Scotland, E1-1

conference

Professional paradoxes : context for development of beginning teacher identity and knowledges

J White, J Moss

(2003), pp. 1-14, AARE 2003 : Educational research, risks, & dilemmas : Proceedings of the 2003 Australian Association for Research in Education conference, Auckland, New Zealand, E1-1

conference

Inclusive schooling policy : an educational detective story?

J Moss

(2003), Vol. 30, pp. 63-81, Australian educational researcher, Coldstream, Vic., C1-1

journal
2002

Colonising civic education in contemporary Indonesia

M Fearnley-Sander, J Moss, L Harbon

(2002), AERA 2002 : Validity and value in education research : Proceedings of the 2002 American Educational Research Association meeting, New Orleans, Louisiana, E1-1

conference

'I do lots of things that the University would not approve of'. What counts as professional knowledge in the eyes of pre-service and beginning teachers -implications of the encounter for the role of teacher educators in pre-service middle school preparation

J Moss, M Fearnley-Sander, V Moore

(2002), pp. 1-14, AARE 2002 : Problematic futures : educational research in an era of uncertainty ; Proceedings of the 2002 Australian Association for Research in Education conference, Brisbane, Queensland, E1-1

conference

Inclusive schooling : representation and textual practice

J Moss

(2002), Vol. 6, pp. 231-249, International journal of inclusive education, Abingdon, England, C1-1

journal
2001

Techno hero fiasco

J Moss, M Fearnley-Sander, C Hiller

(2001), pp. 155-161, Online learning and teaching with technology : case studies, experience, and practice, London, England, B1-1

chapter

Picture this : how inclusive schooling policy works in one Australian state

J Moss

(2001), BERA 2001 : Proceedings of the 2001 British Educational Research Association annual conference, Leeds, England, E1-1

conference

The Civic School : Australian-Indonesian professional collaboration to model and audit the development of democratic primary classrooms and teacher language using the index for inclusion

M Fearnley-Sander, J Moss, L Harbon

(2001), pp. 1-16, AARE 2001 : Crossing borders : New frontiers in educational research : Australian Association for Research in Education conference proceedings, Fremantle, W.A., E1-1

conference

Indexing democratic practice

J Moss, M Fearnley-Sander, L Harbon

(2001), BERA 2001 : Proceedings of the 2001 British Educational Research Association annual conference, Leeds, England, E1-1

conference
2000

Listening to different voices

J Moss

(2000), pp. 1-15, ISEC 2000 : Proceedings of the 2000 International Special Education Congress, Manchester, England, E1-1

conference
1999

Welcoming schools

L Hobba, J Moss, D Bridge

(1999), Paris, France, J1-1

works

Funded Projects at Deakin

Australian Competitive Grants

Intercultural understanding in primary and secondary schools

Prof Christine Halse, Prof Fethi Mansouri, A/Prof Colin Arrowsmith, Prof Julianne Moss, Dr Ruth Arber, Dr Nida Denson, A/Prof Joanne O'Mara, Dr Naomi Priest

ARC Linkage - Projects Rnd 2

  • 2015: $76,337
  • 2014: $149,988
  • 2013: $108,321
  • 2012: $70,097

Other Public Sector Funding

Teams and teaming: knowledge applicable to schools in Victoria, Australia

Prof Julianne Moss

  • 2011: $18,181

Intercultural understanding in primary and secondary schools

Prof Christine Halse, Prof Fethi Mansouri, A/Prof Colin Arrowsmith, Prof Julianne Moss, Dr Ruth Arber, Dr Nida Denson, A/Prof Joanne O'Mara, Dr Naomi Priest

  • 2013: $10,000
  • 2012: $125,000

Evaluation of the National Partnerships (Teacher, Quality, Supply and Retention) Initiatives for the Victorian school workforce

Prof Brenton Doecke, Prof Russell Tytler, Prof Christine Halse, Dr Brian Doig, Prof Julianne Moss, A/Prof Damian Blake, A/Prof Peter Hubber, Dr Coral Campbell, Dr Anne-Marie Morrissey, A/Prof Bernadette Walker-Gibbs, Dr Wendy Kortman, Mr Alan Marshall, Ms Barbara Preston, Dr Jodie Kline, Dr Glenn Auld, Dr Linda Hobbs

  • 2013: $190,500
  • 2012: $25,500
  • 2011: $52,800

Longitudinal Teacher Workforce Main Study

Prof Brenton Doecke, A/Prof Alex Kostogriz, Prof Julianne Moss, A/Prof Bernadette Walker-Gibbs, Dr Jodie Kline

  • 2013: $282,180
  • 2012: $423,271

Industry and Other Funding

Intercultural understanding in primary and secondary schools

Prof Christine Halse, Prof Fethi Mansouri, A/Prof Colin Arrowsmith, Prof Julianne Moss, Dr Ruth Arber, Dr Nida Denson, A/Prof Joanne O'Mara, Dr Naomi Priest

  • 2014: $30,000
  • 2013: $30,000
  • 2012: $30,000

Evaluation of the Professional Learning Flagship Program: Leading Curriculum Change

Prof Brenton Doecke, Prof Julianne Moss, Dr Anne Cloonan, Dr Julianne Lynch, A/Prof Joanne O'Mara

  • 2012: $47,117

International Baccalaureate Diploma Program: Alignment with the Australian Curriculum and Australian Qualifications Framework

A/Prof Mary Dixon, Dr Claire Charles, A/Prof Peter Hubber, Prof Julianne Moss

  • 2014: $4,291
  • 2013: $38,621

The Ballarat KinderGardens Project: The research, evaluation and professional development components - Forrest Hill application

Dr Anne-Marie Morrissey, Dr Liz Rouse, Mr Llewellyn Wishart, Prof Julianne Moss

  • 2014: $18,000

Transnational and local teacher conceptualisations and enactments of international-mindedness in PYP programmes in Australian and Singaporean IB World Schools

Prof Julianne Moss, A/Prof Ly Tran

  • 2016: $11,649

Initial Teacher Education Program Collaborative Design

Prof Julianne Moss, A/Prof Mary Dixon

  • 2016: $8,947

Supervisions

Principal Supervisor
2017

Trevor McCandless

Thesis entitled: Schooled Into Place: A Mixed Methods Social Semiotic Analysis of School Marketing Materials

Doctor of Philosophy (Education), School of Education

Executive Supervisor
2017

Brandi Nichole Fox

Thesis entitled: Intercultural subjectivities of the everyday: A study of Australian school kids

Doctor of Philosophy (Education), School of Education

Co-supervisor
2017

Penelope Pitt

Thesis entitled: Family Photographs, Migrant Mothers and Student Families: A Posthumanist Study

Doctor of Philosophy (Education), School of Education

Luke Conrad Jackson

Thesis entitled: The Role of the Writer in Creating Narrative-Driven Digital Educational Games

Doctor of Philosophy, School of Education

2015

Yeny Prastiwi

Thesis entitled: Folktales as a medium of teaching English: two primary schools in Solo, Indonesia

Doctor of Philosophy (Education), School of Education

Benjamin Whitburn

Thesis entitled: Critical Engagement with Insider Accounts of Inclusive Schooling

Doctor of Philosophy (Education), School of Education

Associate Supervisor
2016

Robin Bellingham

Thesis entitled: Research Writing Chronotopes and Constitutions of Possibility

Doctor of Philosophy (Education), School of Education