Profile image of Trace Ollis

A/Prof. Trace Ollis

STAFF PROFILE

Position

Associate Professor in Education (Applied Learning)

Faculty

Faculty of Arts and Education

Department

School of Education

Campus

Geelong Waurn Ponds Campus

Qualifications

Doctor of Philosophy, Victoria Univ. of Technology, 2011
Master in Training & Development, University of Melbourne, 2005
Graduate Diploma In Vocational Ed & Training, University of Melbourne, 2001
Bachelor of Arts, Victoria Univ. of Technology, 1996

Contact

trace.ollis@deakin.edu.au
+61 3 522 71489

Biography summary

My career in education spans 27 years. I began my teaching career as a TAFE teacher in the Vocational Education and Training (VET) sector, teaching community development and welfare studies. My work as a researcher and teacher educator at Deakin has been focussed on the discipline areas of adult, vocational, professional and applied learning. I have held several leadership positions at Deakin such as course director, discipline leader and am currently on the School of Education Executive as the higher degree by research Co-ordinator (HDR). This position oversees 170 PhD and Masters by research students.

Career highlights

  • Vice President, Board of Directors Adult Learning Australia 2013 –2020
  • Editor in Chief of the Australian Journal of Adult Learning the leading journal in Australia and the Asia Pacific on adult community education

Invited Keynote addresses

  • 25/11/2020 ‘60 years of the Australian Journal of Adult Learning, research and scholarship in adult learning in Australia and the Asian Pacific, challenges and opportunities’ at Looking Back - Casting Forward 60 years of Adult Learning Australia.
  • Learner experiences of Neighbourhood Houses, practice, habitus and adult learning, ‘Adult learners state of play conference’, Brimbank Learning Futures. 6/9/19 https://www.adultlearnersweek.org/events/understand-our-discouraged-adult-learners-state-of-play-in-the-west-forum/
  • Practice, habitus and Adult Learning in Neighbourhood Houses in Australia ACRE, 2019, Beyond the Neoliberal University 24-26th of July, Edgehill University, Ormskirk, United Kingdom. https://www.edgehill.ac.uk/education/research/acre-2019/keynote-speakers/keynote-tracey-ollis/
  • Every day you learn something, learning for life: Neighborhood houses, adult learning and transitions to higher education. Adult Learning Australia conference, Hobart, 2017
  • Adult, Community Education - Connecting health, wellbeing and lifelong learning. Keynote Mental health and Adult Learning Symposium 14/10/16
  • Adult Education, Community Development and Social Change Barwon Neighbourhood House Network Annual General Meeting on 29/10/2016, Invited keynote
  • Public Pedagogies, Activism, Social Movements and Social Justice Education - an Embodied Practice’, keynote presentation, Public Pedagogies Conference, 7/11/14, Victoria University

Research interests

My research focusses on adult learners and learning. I am recognised as an expert in adult learning, in Australian and internationally. My research and scholarship is immersed in adult learning communities, in non-government organisations, and in communities of learners, this has enabled me to build and sustain long term partnerships with leading organisations in Adult Learning such as Adult Learning Victoria and Neighbourhood Houses Victoria. I employ epistemological, ontological and ethical theoretical frames of ‘practice’ and interpretative methodologies using single and multiple case studies with adults in a range of vocational learning and community-based settings. My published works, in national and international journals concern second chance learners, disengaged learners, adult community education, professional learning and learning occurring in social movements. My book titled “A Critical Pedagogy of Embodied Education, Learning to Become an Activist” is a tier one publication with Palgrave, has been widely cited by leading national and international scholars in adult education. My research on embodied adult learning and circumstantial activism has been influential and impactful in the scholarship of adult learning. My research on informal and incidental learning in Neighbourhood Houses has secured three significant research grants and has been influential in documenting and shaping an understanding of practice and practices in sites of adult community education. This research focusses on lifelong learning in Neighbourhood Houses and transition pathways to Vocational and Higher Education.

My research draws on a broad critical theory, key theorists I draw on:

Paulo Freire, Piere Bourdieu, post humanism, critical pedagogy

Completed HDR supervision theses.

Employer-supported Higher Education: Challenges and Opportunities

Deconstructing pedagogies of professional practice and learning for police officers

Neighbourhood Houses as sites of women's empowerment

Australian Principals' Experiences in Implementing Instructional leadership in Regional Victoria

 Interrogating the Paradox: Distributed Leadership and 'Sheikhocracy' in Jordanian Schools Leadership

Innovative Applied Learning for School Completion: An Activity Theory Perspective

Current HDR supervision theses.

Critical Engagement in Australian Outdoor and Environmental Education Curriculum and Youth Climate Change Activism

Discursive practices shaping girls' physics identity

Canadian Educators' Perspectives on the Future of Occupational Therapy Teaching

Career Aspirations and Trajectories: An Exploratory Case Study of the Influence of the Ready to Teach Teaching Practicum

Cultural Capital facilitated through the International Baccalaureate in a local setting

Using Cultural Historical Activity Theory to investigate associate degree students' experiences of learning

Affiliations

Adult Learning Australia

Australian Journal of Adult Learning

Neighbourhood Houses Victoria

The Australian Association on Environmental Education;

Friends of the Earth;

National Tertiary Education Union;

 



 

Teaching interests

Tracey's teaching interests are focused on critical pedagogy and teaching and learning for social justice. My teaching philosophy stems from adult learning and critical pedagogy. I am a research-informed and also research- informing educator building capacity in students to respond to the complexities and uncertainties of the future. I am interested in how students develop their knowledge and expertise. I draw on Jarvis (2010) theory of learning and the whole person in the critical pedagogy tradition of adult learning. I acknowledge that students are cognitive, emotional and physical beings and that learning should not just engage the cognitive aspects of ourselves but the whole person, mind, body and emotions in learning. I am also particularly interested in how we engage students to change their learner biographies, particularly students who are struggling academically and may have a chequered history of learning in formal schooling. Differentiated and applied learning pedagogies linked to real world contexts are used in my teaching. I view students as co-creators of the curriculum and have them engage in worthwhile knowledge by leading the development of the necessary capabilities which they need to flourish as adult learners. My teaching is focussed on research training of postgraduate students in the SOE research pathways, mentoring and supervision of my own PhD students and providing professional learning for HDR students in the Faculty of Arts and Education.

Units taught

Unit Chair:

EDX707 Independent Reseach Project for Professional Practice

Knowledge areas

Dr Trace Ollis is recognised as leading researcher in adult education and has published widely in Australia and Internationally. She has conducted research projects on Adult Education in human rights, VET, and ACE with a focus on lifelong learning. Her  research explores adult learning in formal, nonformal and informal settings. The purpose of this research is to improve understandings of what motivates and engages adult learners and how this is influenced by context, such as Adult Education workplace settings and more informal Adult & Community Education (ACE) and community
environments.

Expertise

Adult learning Adult education learning Adult community education Informal, incidental and non formal learning Second chance learning Adult learning practice and practices
  • Education

Conferences

Refereed Conference Papers

Ollis, T, Harrison, U & Ryan, C. (2021) Every day you learn something: Adult learning, discovery and transformation in Australian Neighbourhood Houses. Adult Education in Global Times. 6-9 June,  University of British Columbia. Vancouver.

Ollis, T, Harrison, U & Ryan, C (2019) Social spaces, relationships and shared learning in neighbourhood houses: ‘keep learning and move with the world’. 4thInternational ProPEL Conference2019:Provocations and Possibilities9 –11 December 2019:: Sydney, Australia Program, University of Technology.

Ryan, C  & Ollis T (2019) Police, their professional practice and learning: ‘telling and doing it like it was and still is’ 4th International PROPEL  Conference2019:Provocations and Possibilities 9 –11 December 2019:: Sydney, Australia Program, University of Technology.

Ollis, T (2019). Practice, habitus, incidental and informal adult learning in the Coal Seam Gas protests in Australia. International conference on Researching Work and Learning 11 (RW11) Giessen, Germany, 23-26th of July.

Ollis, T & Ryan, C (2019) Skilling a workforce - community development practices in Neighborhood Houses in Australia, International conference on Researching Work and Learning 11 (RW11), Germany, 23-26th of July.

Ursula Harrison, Dr Cheryl Ryan  Dr Jennifer Angwin, Dr Tracey Ollis, Professor Karen Starr (2017). Neighbourhood Houses: lifelong learning, community, connections and later life learners Paper presentation to Getting of wisdom, learning in later life’ conference, 16th February 2017, Wellington, NZ

Ollis (2015). Public Pedagogies, activism, social movements and social justice education: an embodied practice. Public Pedagogies conference, Victoria University

Ollis, Tracey & Hamel-Green, M (2014). Practical Knowledge, Social Justice Education and Adult Learning in the Coal Seam Gas Protests in Victoria, Australia. ACE 2014, Asia Conference on Education, Rhiga Royal Hotel, Osaka, Japan, October 28 – November 2, 2014.

Ollis, T. (2012 ). Paulo Freire, Pedagogy, Reflection and action, ‘Paulo Freire – The Global Legacy’, A major international conference, Hamilton, New Zealand, November 26-28, 2012.

Ollis, T., Williams, J., Townsend, R., Harris, A. & Jorquera, J. (2014,). Reflections on building a popular education network in Australia. Paulo Freire – The Global Legacy’, A major international conference, Hamilton, New Zealand, November 26-28, 2012.

Ollis, T (2011). Social learning and the emotion of protest: embodiment, emotions and activism. Researching Learning and Work, 7th International conference,  4-7th of December, China Normal University, Shanghai.

Ollis, T (2010). The Pedagogy of Activism, learning to change the world, Learnings Conference, 6-9th of July. University of Technology Hong Kong, published as journal article.

Ollis, T (2008). The ‘circumstantial’ activist: holistic practice, learning and social activism. SCUTREA, Edinburgh, 38th Annual Conference, University of Edinburgh, Scotland, published in proceedings.

Ollis, T (2008). The ‘Accidental’ Activist: Activism, Community and Social change. Community Development and Ecology: Engaging ecological sustainability through community development, Conference Proceedings, Deakin University, 2008, published in proceedings.

Ollis, T. (2004). ‘The Power of Discourse on Community’, 2004, paper presented to the Community Development, Human Rights and the Grassroots Conference, Centre for Citizenship and Human Rights, Deakin University: Hotel Y, 14-18 April, 2004, Melbourne.

Professional activities

Vice President: Adult Learning Australia

NTEU, Deakin Branch Executive

Media appearances

ABC, afternoon program, Second chance Learning, I was invited onto the ABC afternoon program with Richelle Hunt to discuss lifelong and adult learning programs with a student Hayden who left school at the beginning of Year 10. This 20 minute program was broadcast nationally and can be accessed here http://www.abc.net.au/.../afternoons/afternoons/10175812.

Awards

  • Deakin University, Faculty of Arts and Education, Excellence in Teaching Award 2018
  • Deakin Univesity Vice Chancellor’s Award for Partnerships 2015
  • Victoria University, Faculty of Arts and Education Dean’s Award, Outstanding PhD Research.
  • Victoria University, Vice Chancellor’s Award for Outstanding Student Leadership 2008.
  • Kangan Institute, School of Health and Community Services, Excellence in Teaching AWARD 2006.
  • Nominated for the Victorian Women’s Honour Roll for teaching work in migrant and refugee communities in the northern region of Melbourne, 2006


 

Projects

VET Employment-based pathways into teaching program for qualified educators student cohorts, Prof Damian Blake, A/Prof Amanda Mooney, Dr Trace Ollis, Dr Adam Usher, Dr Cheryl Ryan, Ms Kellie Tobin, Ms Juliet Austin 2021: $583,500, 2022: $316,500.

Adult Community and Further Education Board (ACFE)-PQF Review: A contemporary pre-accredited framework. DET, Cat 2 Dr Trace Ollis; Associate Professor Annette Foley & Ms Tamsin Rossiter. 2021: $96,076.20

Neighbourhood Houses Victoria: Social Outcomes Focused Learning and Development Evaluation, Dr Trace Ollis, Dr Cheryl Ryan Dr Ursula Harrison2018- current $36,000

 Lifelong learning in Neighbourhood Houses and transition pathways to higher education. Higher Education Participation & Partnerships Program (HEPPP) grants for research into Professor Karen Starr, Dr Trace Ollis, Dr Cheryl Ryan & Dr Ursula Harrison, 2016 - $25,000, 2017, $29,000

 Literacy and Numeracy Strategy - Literature Review. A/Prof Colleen Vale, Prof Damian Blake, Dr Glenn Auld, Dr Leicha Bragg, A/Prof Louise Paatsch, Dr Trace Ollis, A/Prof Joanne O'Mara, Dr Sarah Ohi, Dr Gaye Williams, 2013 - $54,420

.Commonwealth Attorney General’s department Human Rights Education Division, Grant to conduct two literature reviews into human rights education. Dr Trace Ollis & Dr Diane Sisely -2012, $32,000

Publications

Filter by

2022

Skilling up a workforce in neoliberal times: a case study of professional learning in Neighbourhood Houses in Australia

Ursula Harrison, Tracey Ollis

(2022), pp. 1-17, Studies in Continuing Education, Abingdon, Eng., C1

journal article

Adult Community Education Quality Framework (ACEQF) Executive Summary Department of Education & Training (DET)

Tracey Ollis

(2022), pp. 1-8, Adult Community Education Quality Framework (ACEQF) Executive Summary, Geelong, Vic, A6

research report/technical paper

Tools For Measuring Learning Gain: A Revised Pre-accredited Quality Framework (PQF)

Trace Ollis

(2022), [Melbourne, Vic.], A6

research report/technical paper

Pre-accredited Quality Framework (PQF) in Victoria Evaluation & Preliminary Report

Trace Ollis

(2022), Geelong, Vic, A6

research report/technical paper
2021

Adult learning, circumstantial activism and ecological habitus in the coal seam gas protests

Tracey Ollis

(2021), Vol. 37, pp. 40-55, Australian journal of environmental education, Cambridge, Eng., C1

journal article

Informal and Nonformal Adult Learning in the Coal Seam Gas Protests: Mobilizing Practices and Building an Environmental Justice Movement for Change

T Ollis

(2021), Vol. 71, pp. 389-408, Adult Education Quarterly, C1

journal article
2020

Adult learning and circumstantial activism in the coal seam gas protests: Informal and incidental learning in an environmental justice movement

T Ollis

(2020), Vol. 52, pp. 215-231, Studies in the Education of Adults, C1

journal article

Practice in the social space of Neighbourhood Houses: Community, relationships and adult learning

Ursula Harrison, Tracey Ollis, Cheryl Ryan

(2020), Vol. 60, pp. 467-491, Australian journal of adult learning, Underdale, S. Aust., C1

journal article

Neighbourhood Houses Victoria, Social Outcomes Focused Learning and Development Project, Impact Evaluation Report

Tracey Ollis, Ursula Harrison, Cheryl Ryan

(2020), Melbourne, Vic., A6

research report/technical paper
2019

Disembodied police practice: "Keep a lid on it so you can function"

Cheryl Ryan, T Ollis

(2019), Vol. 17, pp. 266-283, Policy futures in education, London, Eng., C1

journal article

Neighbourhood Houses Victoria: Social Outcomes Focused Learning and Development Project: Program Monitoring and Evaluation Research Study

Trace Ollis, Cheryl Ryan, Ursula Harrison

(2019), Melbourne, Vic., A6

research report/technical paper
2018

'Nothing to lose and everything to gain': Neighbourhood Houses and later life learners

T Ollis, C Ryan, K Starr, U Harrison

(2018), Vol. 50, pp. 19-38, Studies in the Education of Adults, C1

journal article

Learning across the lifespan: lifelong learning in neighbourhood houses in Australia

T Ollis, Karen Starr, Cheryl Ryan, Ursula Harrison

(2018), Vol. 58, pp. 449-479, Australian journal of adult learning, Footscray, Vic, C1

journal article

Towards good active ageing for all: In a context of deep demographic change and dislocation

Peter Kearns, Denise Reghenzani-Kearns

(2018), Melbourne, Vic., A6

research report/technical paper
2017

Second chance learning in neighbourhood houses

T Ollis, K Starr, C Ryan, J Angwin, U Harrison

(2017), Vol. 57, pp. 13-35, Australian Journal of Adult Learning, C1

journal article
2016

Every day you learn something : learning for life? Neighbourhood houses, adult learning and transitions to higher education

T Ollis, K Starr, C Ryan, J Angwin, U Harrison

(2016), Melbourne, Vic., A6

research report/technical paper
2015

Adult education and radical habitus in an environmental campaign: learning in the coal seam gas protests in Australia

T Ollis, M Hamel-Green

(2015), Vol. 55, pp. 202-219, Australian journal of adult learning, Melbourne, Vic., C1

journal article
2014

Activism, reflection and Paulo Freire - an embodied pedagogy

T Ollis

(2014), pp. 517-528, Paulo Freire : the global legacy, New York, N.Y., B1

book chapter

The Popular Education Network of Australia (PENA) and Twenty-First-Century critical education

T Ollis, J Williams, Townsend, Rob, Harris, Anne, Jorquera, Jorge

(2014), pp. 175-186, Paulo Freire : the global legacy, New York, N.Y., B1-1

book chapter
2013

The literacy and numeracy strategy literature review

A Kostogriz, C Vale, G Auld, D Blake, L Bragg, S Ohi, T Ollis, J O'Mara, L Paatsch, G Williams

(2013), Melbourne, Vic., A6-1

research report/technical paper
2012

A critical pedagogy of embodied education : learning to become an activist

T Ollis

(2012), New York, NY, A1-1

book

Learning to become an academic

T Ollis

(2012), pp. 245-254, Reflections on learning, life and work : completing doctoral studies in mid and later life and career, Rotterdam, The Netherlands, B1-1

book chapter
2011

Learning in social action : the informal and social learning dimensions of circumstantial and lifelong activists

T Ollis

(2011), Vol. 51, pp. 248-268, Australian journal of adult learning, Canberra, A.C.T., C1-1

journal article

The pedagogy of protest : learning through crisis and the case study of Terry Hicks

T Ollis

(2011), Vol. 19, pp. 219-232, Illness, crisis, & loss, Thousand Oaks, Calif., C1-1

journal article
2010

The pedagogy of activism : learning to change the world

T Ollis

(2010), Vol. 17, pp. 239-249, International journal of learning, Melbourne, Vic., C1-1

journal article
2008

The 'accidental activist' : learning, embodiment and action

T Ollis

(2008), Vol. 48, pp. 316-335, Australian journal of adult learning, Canberra, A.C.T., C1-1

journal article
2006

Volunteers, ideology and practice : the importance of social change volunteerism

T Ollis

(2006), Vol. 4, pp. 23-27, New community quarterly, Auburn, Vic., C1-1

journal article
2001

Volunteers, ideology and practice, towards a new century of volunteerism

T Ollis

(2001), Vol. 9, pp. 2-7, Ethos P-6, Melbourne, Vic., C1-1

journal article

Funded Projects at Deakin

Other Public Sector Funding

Literacy and Numeracy Strategy - Literature Review

A/Prof Colleen Vale, Prof Damian Blake, Dr Glenn Auld, Dr Leicha Bragg, Prof Louise Paatsch, A/Prof Trace Ollis, A/Prof Joanne O'Mara, Dr Gaye Williams, Dr Sarah Ohi

DEECD Department of Education and Early Childhood Development

  • 2013: $54,420

Learning for life program: Neighbourhood houses, adult learning and transition to higher education

Prof Karen Starr, A/Prof Trace Ollis, Dr Jennifer Angwin, Dr Cheryl Ryan

Higher Education Participation & Partnerships Program

  • 2016: $29,800

VET Employment-based pathways into Teaching Program for qualified educators student cohorts

Prof Damian Blake, A/Prof Amanda Mooney, A/Prof Trace Ollis, Dr Adam Usher, Dr Cheryl Ryan, Ms Kellie Tobin, Ms Juliet Austin

DETVic Grant - Research - Department of Education and Training Victoria

  • 2022: $421,834
  • 2021: $583,500

Adult, Community and Further Education (ACFE), PQF Review - A Contemporary Pre-accredited Quality Framework.

A/Prof Trace Ollis

DETVic Grant - Research - Department of Education and Training Victoria

  • 2022: $25,552
  • 2021: $43,706

Central VET Specialist Services.

Prof Damian Blake, Dr Adam Usher, A/Prof Trace Ollis, Ms Kellie Tobin, Dr Cheryl Ryan, Ms Juliet Austin, A/Prof Andrew Skourdoumbis

DETVic Grant - Research - Department of Education and Training Victoria

  • 2022: $55,127

Industry and Other Funding

Neighbourhood Houses Victoria: Social Outcomes Focused Learning and Development Evaluation

A/Prof Trace Ollis, Dr Cheryl Ryan

Neighbourhood Houses Victoria Inc

  • 2018: $10,000
  • 2017: $26,000

Supervisions

Principal Supervisor
2018

Elizabeth Stewart

Thesis entitled: Employer-supported Higher Education: Challenges and Opportunities

Doctor of Philosophy (Education), School of Education

2016

Cheryl Maree Ryan

Thesis entitled: Deconstructing pedagogies of professional practice and learning for police officers

Doctor of Philosophy (Education), School of Education

Co-supervisor
2022

Susan Jennifer Stanton

Thesis entitled: Canadian Educators' Perspectives on the Future of Occupational Therapy Teaching

Doctor of Philosophy (Education), School of Education

Associate Supervisor
2020

Stuart Roger Hawken

Thesis entitled: Innovative Applied Learning for School Completion: An Activity Theory Perspective

Doctor of Philosophy (Education), School of Education

Janet Gregory

Thesis entitled: Australian Principals' Experiences in Implementing Instructional leadership in Regional Victoria

Doctor of Philosophy (Education), School of Education

2018

Reem Hashem

Thesis entitled: Interrogating the Paradox: Distributed Leadership and 'Sheikhocracy' in Jordanian Schools Leadership

Doctor of Philosophy (Education), School of Education