Dr Trace Ollis

STAFF PROFILE

Position

Senior Lecturer in Education (Applied Learning)

Faculty

Faculty of Arts and Education

Department

SoE Arts & 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

Dr Tracey Ollis [PhD Victoria] research focusses on Adult Education in workplaces and lifelong learning, in Adult & Community Education (ACE), Vocational Education and Training (VET) and community settings.  Her research is involved with epistemological, ontological and ethical understandings of practice.

Career highlights

Vice Chancellor’s Award, Outstanding Contribution to Partnerships 2015 Kellie Tobin, Anna Darcy, Tracey Ollis and DEAPP for the ASPIRE program. 

Outstanding PhD research student, Faculty Award 2011
Faculty of Arts, Education and Human development, Victoria University

Vice Chancellor’s Award 2008
Outstanding Student Leaderership, Victoria University

Award Excellence in Teaching 2006
School of Health and Community Services, Kangan Institute

Nominated for the Victorian Women’s Honour Roll
For teaching work in migrant and refugee communities in
the northern region of Melbourne, 2006

Research interests

My research interests are concerned with adult education and adult learning, in workplaces, Adult and Community Education (ACE), VET and social movements. I am particularly interested in epistemological, ontological and ethical aproaches to issues of practice.

 

Adult learning, professional learning, adult community education, critical pedagogy, lifelong learning, work integrated learning, vocational education and training, social movement learning, democracy and education and informal learning.

The key theorists I work with are:

Paulo Freire; Pierre Bourdieu, 

Affiliations

Vice President Adult Learning Australia
Co-founder of the Popular Education Network of Australia (PENA), a network of academics,teachers and community development workers with an interest in the intersection of social justice and education.
 

Teaching interests

Tracey's teaching interests are focused on critical pedagogy and teaching and learning for social justice, in particular understanding inequality in education and promoting access and equity for all students. She is particularly concerned with the ways in which culture and intercultural understandings in pre-service teachers and teacher-educators are developed and nurtured. Her teaching is focussed on extending students to achieve ‘deep’ rather than ‘surface’ level learning. She uses ‘problem posing’ discussion in both intensive face-to-face classes and in the online learning environment to challenge and extend students’ learning through learning circles. She encourages students to think critically and reflexively about education and the world around them, and their own developing practices as future teacher/educators.

Knowledge areas

Dr Tracey Ollis [PhD Victoria] research focusses on Adult Education in workplaces and lifelong learning, in Adult & Community Education (ACE) and community settings.  Her research is involved with epistemological, ontological and ethical understandings of practice. She has deployed case study and multiple case study methodology in a range of adult and vocational learning research projects, including recently in a book on adult learning in the human rights industry, A Critical Pedagogy of Embodied Education: Learning to Become an Activist (Palgrave, 2012.) She is currently chief investigator on two Victorian research studies with Prof Karen Starr, Dr Jennifer Angwin and Cheryl Ryan, funded by Deakin University and the Commonwealth Government (Centre for Research in Educational Futures and Innovation (CREFFI) and the Research Grant and Higher Education Participation and Partnerships Programme [HEPPP]). This research focusses on lifelong learning in Neighbourhood Houses and transition pathways to higher education.

Professional activities

Vice President: Adult Learning Australia

NTEU, Deakin Branch Executive

Projects

  • 2016 - $29,800 HEPPP GRANT, Lifelong learning in Neighbourhood Houses and transition pathways to higher education, Professor Karen Starr, Dr Trace Ollis, Dr Cheryl Ryan, Dr Jennifer Angwin & Ursula Harrison.
  • • 2015 - $25,000 HEPPP GRANT for research into adult learning in Neighbourhood Houses and transition pathways to higher education. Professor Karen Starr, Dr Trace Ollis, Dr Cheryl Ryan, Dr Jennifer Angwin & Ursula Harrison.
  • 2013 - $54,420 CAT 2 grant from the Department of Employment Education & Training, Literacy and Numeracy Strategy - Literature Review, A/Prof Colleen Vale, A/Prof Damian Blake, Dr Glenn Auld, Dr Leicha Bragg, Dr Louise Paatsch, Dr Tracey Ollis, A/Prof Jo O’Mara, Dr Gayle Williams, Dr Sarah Ohi.

Publications

Filter by

2020

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

Tracey Ollis

(2020), pp. 1-17, Studies in the Education of Adults, London, Eng., C1

journal article

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

Tracey Ollis

(2020), pp. 1-16, Australian Journal of Environmental Education, Cambridge, Eng., 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
2018

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

T Ollis, Cheryl Ryan, Karen Starr, Ursula Harrison

(2018), Vol. 50, pp. 19-38, Studies in the education of adults, Abingdon, Eng., 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

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), Vol. 9789462090255, pp. 245-254, Reflections on Learning, Life and Work: Completing Doctoral Studies in Mid and Later Life and Career, 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, 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 and Loss, C1-1

journal article
2010

The pedagogy of activism: Learning to change the world

T Ollis

(2010), Vol. 17, pp. 239-250, International Journal of Learning, 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, 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, Dr Trace Ollis, A/Prof Joanne O'Mara, Dr Sarah Ohi, Dr Gaye Williams

  • 2013: $54,420

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

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

  • 2016: $29,800

Industry and Other Funding

Neighbourhood Houses Victoria: Social Outcomes Focused Learning and Development Evaluation

Dr Trace Ollis, Dr Cheryl Ryan

  • 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

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

2016

Cheryl Maree Ryan

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

Doctor of Philosophy (Education), School of Education