Dr Stephen Parker
|Position:||Research Fellow (Grade 2) |
|Faculty or Division:||Faculty of Arts and Education|
|Department:||CREFI Arts & Ed|
|Campus:||Melbourne Burwood Campus|
|Phone:||+61 3 92443970 +61 3 92443970|
Stephen Parker is Research Fellow in the Centre for Educational Futures and Innovation at Deakin University. He has broad interests in social justice, public policy, social and political theory and sociology. Stephen has researched and published in higher education policy, student aspirations and student transitions appearing in Cambridge Journal of Education and Studies in Higher Education. Stephen has recently contributed to a number of research reports including VET providers, associate/bachelor degrees and disadvantaged learners (for the National VET Equity Council), Student Aspirations for Higher Education in Central Queensland: A survey of school students’ navigational capacities (for Central Queensland University) and Widening Participation in Australian Higher Education (for the Higher Education Funding Council for England).
Stephen is currently Research Fellow and Project Manager on the ARC Discovery project Social Justice Dispositions Informing Teachers' Pedagogy with Prof Trevor Gale (Deakin), Dr Russell Cross (University of Melbourne) and Dr Carmen Mills (University of Queensland).
Stephen's PhD was confered in 2011 and was entitled Theorising Human Rights: Foundations and Their Influence. The thesis explored the philosophical foundations of human rights through a number of theorists including, Richard Rorty, Bryan S. Turner, Martha Nussbaum and Charles Taylor.
Prior to coming to Deakin in 2012, Stephen was a researcher in the National Centre for Student Equity in Higher Education based in Adelaide.
Stephen Parker is Research Fellow in the Centre for Educational Futures and Innovation at Deakin University.
- Bachelor of Arts, University of Adelaide, 1999
- Master of International Studies, University of South Australia, 2003
- Doctor of Philosophy, University of South Australia, 2011
Visiting Scholar, University of the West of Scotland, Ayr Scotland, UK, September 2014.
Visiting Scholar, Centre for Educational Research in Equalities, Policy and Pedagogy, University of Roehampton, London, UK, September 2012.
Editorial Assistant, Critical Studies in Education.
Article reviewer for:
- Australian Educational Researcher
- Australian Journal of Education
- Cambridge Journal of Education
- Critical Studies in Education
- Discourse: Studies in the Cultural Politics of Education
- Journal of Education Policy
- International Journal of Qualitative Studies in Education
- Review of Education, Pedagogy and Cultural Studies
- Social Inclusion
I am currently Associate Supervisor for the following HDR students at Deakin University (as of Feb 2015):
- Smith, Catherine. PhD. (current). APA scholarship recipient.
Sugiono, Sugiono. PhD. Social Justice Across Indonesian Schooling (current). DUPR scholarship recipient.
Conferences and seminars
Conference presentations in 2015 include: BERA - London, UK, September ECER - Porto, Portugal, September. AARE - Brisbane, December.
Hare, J. (2013). Long way from participation targets. The Australian. 6 February.
Parker, S. & Peters, M. (2011). Retention a complex issue. The Australian. 22 September.
Ross, J. (2011). Low-SES students wrongly classified, but who cares? The Australian. 22 June.
Gale, T. & Parker, S. (2009). Student equality in focus. Independent Weekly, 1 May.
Gale, T., Parker, S. & Molla, T. (2014). Secondary School Graduate Preferences for Bachelor Degrees and Institutions. National Centre for Student Equity in Higher Education.
Research Fellow and Project Manager for:
Social Justice Dispositions Informing the Pedagogic Work of Teachers in Advantaged and Disadvantaged Secondary Schools, CIs Gale, Cross & Mills (ARC, 2013-2015).
Chief Investigator for:
Impact for disadvantaged learners of TAFE institutions and other VET providers delivering bachelor & associate degree qualifications, with Gale, Hodge, Charlton, Rodd, Skourdombis & Rawolle (DIISRTE / NVEAC, 2013). http://www.deakin.edu.au/arts-ed/efi/pubs/vet-associate-bachelor-degrees-disadvantaged-learners.pdf
Measuring Student Aspirations and Aspirational Resources, with Gale, Blake & Tobin (DUPPP, 2012-2013). http://www.deakin.edu.au/arts-ed/efi/pubs/nbc-report.pdf
Student Aspirations in Central Queensland: (Re)imagining higher education in low SES student futures, with Gale, Moore & Doig (CQU & HEPPP, 2012-2013). http://www.deakin.edu.au/arts-ed/efi/pubs/Student%20Aspirations%20for%20Higher%20Education%20in%20Central%20Queesnland.pdf
Dispositions Towards Social Justice in Advantaged and Disadvantaged Schools, with Gale (Deakin CRGS, 2012)
Higher education policy
Human rights theory
2014. School readiness, social disadvantage and misrecognition. With Gale. Centre for Research in Educational Futures and Innovation (CREFI) Seed Grant.
2014. Secondary School Graduate Preferences for Bachelor Degrees and Institutions. With Gale & Molla. National Centre for Student Equity in Higher Education.
2014. Using a capability approach to re-frame teacher’s pedagogic work. With Skourdoumbis. Central Research Grant (CRG) Scheme, Deakin University.
2013. Impact for disadvantaged learners of TAFE institutions and other VET providers delivering bachelor & associate degree qualifications. With Gale, Hodge, Charlton, Rodd, Skourdombis & Rawolle. DIISRTE / NVEAC.
2013. Capabilities and Australian schooling policy: implications for teachers’ pedagogic work. With Andrew Skourdoumbis. CREFI Research Development Grant.
2013. The politicization of capabilities in Australian education. With Blackmore, Campbell, Gale, Rawolle, Rowlands, Skourdoumbis and Vongalis-Macrow. CREFI Seeding Grant.
Refereed journal articles:
Gale, T., & Parker, S. (2015). Calculating student aspiration: Bourdieu, spatiality and the politics of recognition. Special Issue: 'Evoking and Provoking Bourdieu in Educational Reserach' in Cambridge Journal of Education, 45(1), 81-96.
Gale, T. & Parker, S. (2015) To aspire: a systematic reflection on understanding aspirations in higher education. Special Issue ‘Occupational Hazard’ in Australian Educational Researcher. Available on Online First.
Gale, T. & Parker S. (2014). Navigating change: a typology of student transition in higher education. Studies in Higher Education, 39(5), 734-753.
Sellar, S., Gale, T. & Parker, S. (2011). Appreciating aspiration in Australian higher education. Cambridge Journal of Education, 41(1), 37-52.
Parker, S. (2004). Welfare Dependency and the Logic of Mutual Obligation. Just Policy, 32(June), 28-35.
Parker, S. & Fopp, R. (2004). The Mutual Obligation Policy in Australia: The Rhetoric and Reasoning Of Recent Social Security Policy. Contemporary Politics, 10(3-4), 257-269.
Gale, T., Parker, S., Molla, T. & Findlay, K. with T. Sealey (2014). Student Preferences for Bachelor Degrees at TAFE: The socio-spatial influence of schools. Report submitted to National Centre for Student Equity in Higher Education. Melbounre: CREFI.
Gale, T., Parker, S., Rodd, P., Stratton, G. & Sealey, T. with T. Moore (2013). Student Aspirations for Higher Education in Central Queensland: A survey of school students’ navigational capacities. Report submitted to CQ University, Australia. Melbourne: CREFI. http://www.deakin.edu.au/research/src/crefi/documents/student-aspirations-qld.pdf
Gale, T., Hodge, S., Parker, S., Rawolle, S., Charlton, E., Rodd, P., Skourdoumbis, A. & Molla, T. (2013). VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners. Report to the National VET Equity Advisory Council (NVEAC), Australia. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne, Australia. http://www.deakin.edu.au/research/src/crefi/documents/disadvantaged-learners.pdf
Gale, T. & Parker, S. (2013). Widening Participation in Australian Higher Education. Report to the Higher Education Funding Council for England (HEFCE) and the Office of Fair Access (OFFA), England. CFE (Research and Consulting) Ltd, Leicester, UK and Edge Hill University, Lancashire, UK. http://www.hefce.ac.uk/media/hefce/content/pubs/indirreports/2013/wpinternationalresearch/2013_WPeffectivenessAus.pdf
Gale, T., Hattam, R., Comber, B., Tranter, D., Bills, D., Sellar, S. & Parker, S. (2010). Interventions early in school as a means to improve higher education outcomes for disadvantaged students. Adelaide: National Centre for Student Equity in Higher Education.