Meet The Education Researcher: Recent Episodes
Meet The Education Researcher
Emerging issues and the latest ideas from across the world of education research. Hear from a range of academics about their current research work in schools, universities and beyond. Hosted by Neil Selwyn from Monash University, Australia.
We talk to Phill Dawson (Deakin University) about how to make sense of some of the latest trends around authentic assessment, self-assessment and ‘ungrading’. We also talk about what makes good feedback, and how students and teachers can benefit from developing ‘feedback literacy’.
Students choosing to study overseas has long been an important part of higher education, but is becoming increasingly politically contentious. Professor Rachel Brooks (University of Oxford) talks about her research around student mobilities in UK higher education – highlighting the complex institutional politics and personal experiences of studying abroad.
Many Australian schools have extensive rules around what students are expected to wear and what they should look like. Kayla Mildren (Griffith University) talks about her work on the sociology of school uniform policies – especially schools' attempts to regulate students’ hair and hairstyles.
Getting published in academic journals can be a major source of stress for education researchers. We talk to Sam Sellar (lead editor of Discourse) about how best to navigate the article writing and submission process, dealing with peer reviews, and seeing journals as a space for ongoing conversations and community-building.
We hear regular reports of a ‘crisis’ in teacher recruitment and what has been characterised as an exodus of educators leaving the profession. Professor Jo Lampert (Monash University) talks about her research around teacher workforce issues, and a new study examining the realities of working in ‘hard-to-staff’ schools.
Prof. Kristiina Brunila (University of Helsinki) talks about the rise of ‘Precision Education Governance’ – the current push to reform education systems through markets, digital technologies, standardised measurements, behavioural sciences and the precise shaping of human conduct.
Mental health is now recognised as an important part of schooling. Neil Humphrey (University of Manchester) talks about recent efforts to establish compulsory mental health education across English schools, and the benefits of supporting students’ social and emotional learning.
Academic research is becoming increasingly peripheral to education policy-makers and practitioners. Prof. Sally Power (Cardiff University) talks about the current shortcomings of our work, and how education research might be reinvigorated through a new ‘politics of method’.
Why did Twitter so quickly fall apart as a place for scholarship? Where are academics now going for their social media buzz? How can you use Chat GPT as a genuinely useful interlocutor? Mark Carrigan (University of Manchester) joins us to talk about two of his latest books – ‘Social Media For Academics’ (2nd edition) and the forthcoming ‘Generative AI for Academics’. We talk about how academics can get the best out of digital tools to support their scholarship, and how academia can push back against a looming age of automated research communication.
A/Prof Pontso Moorosi (University of Warwick) joins us to talk about her research on leadership preparation in South African schools, and the varying experiences of Black women school principals around the world.
How can schools tackle issues of sustainability and climate change? Prof. Lizzie Rushton (University of Stirling) talks about her research around environmental education in England and Scotland. We discuss the current state of UK sustainability education, teachers' and young people’s views on how environmental issues should be taught, and the benefits of applying a geographical mindset to education research.
Schools are beginning to report a notable change in boys’ behaviour as a result of their increased exposure to the so-called ‘manosphere’ and online extremist influencers like Andrew Tate. Dr. Stephanie Wescott (Monash University) talks about ongoing research into how women and girls are encountering the consequences of online toxic masculinity in schools, and what steps can be taken to combat the problem.
What relevance does existentialism have for teachers? Dr. Alison Brady (UCL) uses the existentialist philosophy of Jean Paul Sartre to rethink what it means for teachers to reflect and account for their own practice. We talk about Sartre’s ideas about the self and freedom, how teaching might be seen as a process of ‘bad faith’, and why teachers need talk candidly and honestly about the vulnerabilities of being in the classroom. Alison is the author of ‘Being a Teacher: From Technicist to Existential Accounts’ (Springer, 2023).
Actor-Network Theory is growing in popularity in education research. Helene Friis Ratner (Aarhus University) discusses the strengths and limitations of ANT, how this approach can be best applied to understand education, and the fascinating insights that can be gained from thinking about ‘things’.
Dr. Kirsty Finn (University of Manchester) researches a wide range of sociological issues related to students and higher education. We discuss Kirsty’s interest in student mobilities, the gendered ways in which universities are encouraging students to develop ‘side hustles’, and the need for research into the loneliness of university life.
Marcus Samuelsson researches issues of classroom management with Swedish teachers.
We talk about how Marcus has shifted from talking about ‘classroom management’ to ideas of ‘classroom leadership’ and ‘teacher interaction’.
We also discuss the various student behaviours that teachers can perceive as disruptive, as well as how computer simulations can prepare trainee teachers to deal with the realities of classroom conflict.
Marcus is based at Linköping University - this interview took place at the 2023 NERA conference in Oslo.
Nadine M. Connell (Griffith University) is a criminologist working in the area of school safety.
We discuss Nadine’s research around school shootings in the US, how she navigates the politically-charged nature of public debate around this topic, and why school security and safeguarding is something that all countries need to take seriously.
Dr. Jakob Billmayer is fascinated by the ordinary aspects and features of education – from classroom doors and furniture, through to students school-bags and Jamie Oliver’s cook-books. We talk about socio-materialism, Foucault’s historical accounts of school, and what can be learnt from paying attention to mundane ‘invisible’ objects that are otherwise easily overlooked. Jakob is based at Malmö University - this interview took place at the 2023 NERA conference in Oslo.
Prof. Felicia Moore Mensah (Teachers College) works in the area of science education and teacher preparation. We talk about Felicia’s application of critical race theory to science and STEM education, the power of teacher counter-storytelling, the difficulties of being a critical researcher in the current US political climate, and the need for academic writers to celebrate their small wins.
Dr. Paul Horton's work addresses school bullying in terms of the social, institutional, and societal contexts within which it occurs. We talk about the benefits of researching bullying as a relational issue, the ways in which bullying differs between national contexts, and how problems of resource scarcity in schools can lead to heightened tensions between different student groups.Paul is based at Linkoping University - this interview took place at the 2023 NERA conference in Oslo.
Adam Lefstein (Hebrew University of Jerusalem) discusses his recent research on teachers’ talk as a form of professional learning. We discuss the nature of ‘pedagogically productive talk’, how this can be supported within schools, and why online spaces are not always the best spaces for teachers to interact.
Sam Sellar (UniSA) is a leading commentator on the rise of numbers and data in education and education policy. We discuss the phenomenon of ‘PISA-shock’, the emergence of algorithms, AI and ‘synthetic governance’ in education, as well as the benefits of reading well beyond the education research literature.
Professor Louise Archer (UCL) is involved in large-scale research looking at inequalities in young people’s participation in STEM – science, technology, engineering and maths. We talk about the importance of young people’s ‘science capital’, the role that luck plays in whether someone progresses into the STEM professions, and what Louise has learnt along the way about research impact and making academic terminology accessible to non-academic audiences.
Prof Nicole Mockler (University of Sydney) is well-known for her work on the teaching profession and education policy. We talk about Nicole's recent study of news media representations of teachers, her ongoing project on how teachers manage their time, and what hope there is for revitalising teaching as a profession.
Professor Alice Bradbury (UCL) is a leading sociologist of early years and primary education, focusing on matters of inequality and social justice. We talk about Alice’s research on phonics teaching in English primary schools, the datafication of the early years classroom, and why we should be concerned about the emphasis now being placed on ideas of resilience, ‘grit’ and growth-mindset.
Prof. Julia Resnik (Hebrew University of Jerusalem) talks about her ongoing research into the International Baccalaureate – comparing the program’s take-up in US and Canada through to Argentina, Ecuador and Chile. We discuss how the idealistic origins of the IB program have subsequently been shaped by national and local contexts, and what the IB tells us about the supposed internationalisation of education policy.
“I’m not anti-technology … I’m pro-justice”.
Dr. Marie Heath (Loyola University) works to encourage an informed scepticism about digital technology in education.
We talk about getting critical tech issues into Social Studies lessons, conducting ‘techno-ethical audits’ of school platforms, and creative ways of encouraging students and teachers to reflect on issues of power and political economy.
Full text transcript here: https://criticaledtech.com/2022/08/17/techno-scepticism-in-the-classroom-an-interview-with-marie-heath/
Mark Andrejevic (Monash University) is a leading commentator on surveillance, information and digital media.
In this interview Mark looks back on his highly acclaimed 2020 book ‘Automated Media’, and considers how these issues are beginning to play out in the digital technologies now being taken up across schools and universities.
Full transcript available: https://bridges.monash.edu/articles/journal_contribution/Education_In_an_Era_of_Pervasive_Automation/20744332
Professor Alison Taylor (UBC) has spent her career looking at the interplay between students, education, work and the economy.
We talk about the changing nature of student life in time of precarious employment, the limitations of talking about educational ‘careers’ and ‘trajectories’, and the empirical methods that Alison has found to be particularly successful when researching student experience.
Professor Bob Lingard (ACU) reflects on the art and craft of being an education researcher.
He talks about the distinction between ‘education’ research and ‘educational’ research, standing up for the added value of university-based research, and the need for academics to engage in the politics of education research.
- full text transcript: https://criticaledtech.com/2022/07/08/what-makes-for-good-education-researchinterview-with-bob-lingard-30th-june-2022%EF%BF%BC/
Knowledge is a fundamental aspect of education, but something that education research rarely addresses head-on.
Dr. Kate O’Connor (La Trobe University) specialises in the sociology of knowledge, and in this episode talks about her work around curriculum development, online teaching, and the increasing pressure for academics to engage in open scholarship.
Prof Jen Gilbert (York University) is a leading international researcher in the area of sexuality, gender and education.
We talk about school as a site of sexuality, Jen’s use of storytelling methods, tips for dealing with the media, and how perceptions of ‘risk’ have altered since COVID.
“Historians remind us of what we might prefer to forget”
Johannes Westberg (University of Groningen) is one of Europe’s rising historians of education.
We talk about his recent paper: “What we can learn from studying the past: The wonderful usefulness of history in educational research”, and consider the benefits of thinking more critically about sources of evidence, drawing on historical comparisons, and how history provides a valuable ‘psychological distance’ from emotive debates.
Frank Pasquale (Brooklyn Law School) is a leading commentator on the social and legal consequences of AI, robotics and algorithms.
Drawing on his 2020 book ‘The New Laws of Robotics’, Frank talks about various emerging issues around education and AI – from the changing status of professional educators to the possible regulation of ed-tech.
In this episode, Troy Heffernan (La Trobe University) talks about the continuing relevance of Pierre Bourdieu’s ideas to contemporary higher education.
We talk about the importance of Bourdieu’s notion of ‘cultural trajectories’, his 1990 book ‘Homo Academicus’, and Troy’s own use of Bourdieu to make sense of rising tensions between university middle-managers and academics.
Despite their social democratic origins, Swedish schools now depend heavily on the support of commercial companies.
Professor Malin Ideland (Malmo University) talks about her research into Sweden’s diverse ‘edu-business’ and ‘edu-prenuer’ sectors.
Malin describes the breadth of work that these private actors take on, their underpinning ideology, alongside the impact this is having on public education in Sweden.
Chris Gilliard (@hypervisible) is a leading critic of surveillance technology, digital privacy, and the problematic ways that tech intersects with race and social class.
We talk about the automated forms of surveillance that are coming into schools and colleges – from ‘online examination proctoring’ to the use of ‘Alexa’ in classrooms.
Why do people in EdTech seem reluctant to call out the harms arising from these technologies? Can we ever trust ‘big tech’ companies like Amazon? What hope is there for grassroots resistance against oppressive technologies in education?
Gert Biesta (University of Edinburgh) is one of the best-known – and most interesting - current philosophers of education.
We talk about Gert’s recent interest in the work of Klaus Prange, the need to come up with better questions (rather than answers), the prominence of ‘empty concepts’ in education, and advice for early career academics starting out in education research.
Full text transcription of the interview: https://criticaledtech.com/2022/01/11/approaching-education-from-the-inside-out-an-interview-with-gert-biesta/
“Laptops will make a good school better, but they won’t make a bad school good”
In this episode, we join Mark Warschauer (UC Irvine) for an overview of his 30 year career researching digital learning.
We talk about why digital technology continues to be hyped as a ‘game changer’ in education, how children talk to computers as compared to humans, and Mark’s experience of editing the AERA Open journal.
Text transcript of the interview: https://criticaledtech.com/2021/11/30/digital-learning-an-interview-with-mark-warschauer-december-2021/
Educational philosopher Carl Anders Safstrom (Maynooth University) joins us to talk about the past, present and future of ‘public education’.
We trace the origins of the idea from post-war Europe back to the writing of John Dewey, and even further to the Ancient Greek ‘Sophists’.
Carl Anders also considers how models of public education differ dramatically between countries – highlighting recent reforms of Swedish schooling as a cautionary example.
How do students learn to interact with others? How do teachers cope with stress?
In this episode, we join psychologist Rebecca Collie (UNSW) for an overview of her work on social and emotional development in schools.
We talk about how students’ disruptive behaviours impact teachers, the concept of workplace buoyancy, and the challenges of doing rapid research on how teachers coped with the COVID lockdowns.
Does the idea of ‘globalisation’ still have any relevance for understanding education in the 2020s?
Fazal Rizvi (University of Melbourne) talks about what education policy now looks like in light of the rise of Asia, alongside increased worldwide shifts toward nationalism, popularism, and anti-globalisation.
We also discuss the digitization of society, the significance of post-colonial theory, and how education research needs to retain hope for the future.
Val Mendes (UNESCO) brings a global perspective to the topic of AI and education – particularly in light of UNESCO’s focus on educational policy and practice around the world.
We talk about the importance of seeing AI in ‘narrow’ terms, the idea of ‘augmented’ intelligence, what UNESCO is doing to support AI and education, and the big questions of what can AI do well in low- and middle-income countries.
A full transcript of the interview is available online: https://criticaledtech.com/2021/08/09/ai-and-education-interview-with-dr-val-mendes-unesco/
[Val was talking as part of a Monash webinar on ‘AI & The Future of Education’ in June 2021]
What is the educational potential of artificial intelligence?
Erica Southgate (University of Newcastle) talks us through some of the key issues surrounding the emergence of educational AI technology.
We talk about the importance of AI explainability, the idea of big tech companies working alongside education communities, and the complex questions about the changing nature of learning with AI.
A full transcript of the interview is available online: https://criticaledtech.com/2021/08/02/ai-and-education-interview-with-prof-erica-southgate-university-of-newcastle/
[Erica was talking as part of a Monash webinar on ‘AI & The Future of Education’ in June 2021]
What role does science education have in a ‘post-truth’ era when some people deny climate change, oppose vaccinations, and believe COVID to be a hoax?
In this episode, Gale Sinatra and Barbara Hofer talk about their new book – Science Denial: Why It Happens & What To Do About It.
We discuss the psychology of science denial – from cognitive biases through to the influence of group identity – and consider the role of schools in fostering nuanced understandings of the scientific process and basic information literacies.
‘Pedagogy of the Oppressed’ is a key educational text - packed with radical ideas about critical pedagogy and the death of the authoritarian teacher.
In this episode, we join Carlos Alberto Torres (UCLA) for a deep dive into the background against which Freire was writing, the specific contexts of his ideas, and how we should be engaging with Pedagogy of the Oppressed over 50 years since its publication.
Antero Garcia (Stanford University) talks about his work in the area of media education and civics.
We start by talking about the future of civics education in US schooling. We also explore the roles that games and gaming can play in reimagining (and disrupting) what goes on in the classroom. From Trump to Twitch to Paulo Freire in 15 minutes!
“So you’re a science educator? That’s so radical!’
Sara Tolbert (University of Canterbury) is committed to challenging the politics and power that underpin science education.
Sara talks about her work in supporting Indigenous knowledge and place-based learning in school, feminist approaches to teaching as care-work, and what we can learn from the classroom ritual of dissecting animals.
We also reflect on being a scholar/activist in times of culture wars and growing ‘anti-woke’ sentiment.
“We cannot understand education policy and power in education only by looking at the nation state”.
Dr. Jason Beech has just joined Monash University’s Faculty of Education.
He talks about the importance of space and networks in comparative education, his work on ‘Global Middle Class’ families and ‘idiosyncratic’ policy enactment, and the differences he expects to see moving from research in Argentina to research in Australia.
Professor Nathalie Sinclair (Simon Fraser University) is a leading philosopher whose work strives to change the way we think about learning and teaching maths.
In this interview Nathalie talks about the importance of gestures when explaining mathematical concepts, why students should be encouraged to count on their fingers, and why there is room for aesthetics, values and romance when thinking about how to address mathematical problems.
Many people expect neuroscience to change our understanding of education.
Michael Thomas (Birkbeck University) is director of the Centre for Educational Neuroscience in London.
In this episode, Michael talks about what educators need to know about how the brain works, avoiding ‘disciplinary wars’ between psychology & neuroscience, and the need to balance a ‘medical model’ of learning with societal concerns about education.
Keri Facer (University of Bristol) is a leading thinker in the area of education futures, and has just completed a term as visiting Zennström Professor of Climate Change Leadership at Uppsala University.
We talk about the diverse ways that higher education can respond to the uncertainties arising from climate change – from basic reduction of campus carbon footprints to more complex restructuring processes that might support a large-scale transition to sustainable livelihoods and new ways of living.
Pat Thomson (University of Nottingham) is renowned for her public work in demystifying academic writing, career-building, and other practical aspects of researcher education.
We talk about the benefits of ‘angry’ scholarship, the intimacies of co-authoring, and how to navigate the pressure of H-scores, KPIs and other performance metrics.
Rikke Toft Nørgård (Aarhus University) brings together educational philosophy with design practices and futures thinking.
We talk about Rikke’s ‘University of We’ and ‘Playful University’ projects, and discuss the ways that design thinking can play a role in establishing more ethical universities.
“In times of crisis we need to be creative”
Simone Eringfeld (Cambridge University) is part of a new generation of education researchers beginning to re-imagine what it might mean to work in higher education.
We talk about Simone’s recent ‘Quaran-chats’ project documenting higher education lockdown experiences, Cambridge’s new ‘Post Pandemic University’ initiative, and the pros and cons of beginning an academic career in the 2020s.
“Sociology of education has devoted itself to saving, reforming, improving, perfecting the school … I now believe that it is a doomed enterprise. The school is an irredeemable institution”.
Prof. Stephen Ball (IOE London) is one of the world’s most eminent education researchers – a leading voice in the sociology of education, and a founding name in the area of policy sociology.
We talk about everything from Foucault to the state of pandemic education. We also discus Stephen’s recent provocative writing on the need for education researchers to ‘break their addiction’ to trying to improve schools and schooling.
Audrey Watters is a legendary critical voice in the world of education and technology.
In this episode we talk about Audrey’s new book – ‘Teaching Machines’ - a history of the automation of education coming out with MIT Press in early 2021.
We also talk about Audrey’s work as an independent scholar and writer, and dealing with the online misogyny provoked by being a female critical voice.
Prof. Tamara Moore (Purdue University) discusses her career in the area of Engineering Education – especially her work in developing ‘Engineering thinking’ in K-12 classrooms.
We talk about the importance of context in getting children interested in science and maths, why we need to move beyond talk of a ‘STEM pipeline’, and why we all need to appreciate the role that engineers play in shaping everyday life.
Schools are now increasingly shaped by market forces and commercial interests.
Listen to Dr. Anna Hogan (UQ) talk about the fast-changing privatization of public schooling.
We discuss the diverse ways that private actors are now involved in schools, the difficulties of researching commercial activities in education, and how big corporations have quickly moved to redefine COVID-era schooling.
The coronavirus has pushed families, schools and researchers into new ways of doing things.
Listen to John Potter (UCL) talk about how the COVID lockdowns are prompting new questions about children’s play, and the experience of remote schooling.
We also talk about the future of academic travel, and new UCL research into academics’ experiences of moving to online teaching and home-working.
EdTech has been a key aspect of remote schooling during the COVID-19 lockdowns.
How have schools and families been making use of digital technologies so far, and what might the longer term consequences be for education?
Listen to highlights from an online seminar (24/06/20) with Felicitas Macgilchrist (Germany), Ben Williamson (UK) & Neil Selwyn (Australia)
Ola Erstad (University of Olso) is a leading researcher in the area of media education.
We talk about how young people learn outside of schools, the ‘media literacies’ approach, and Ola’s emerging interest in pre-school children and digital technology.
Jeremy Knox is part of Edinburgh University's innovative 'Digital Education' research team.
In this conversation, we cover Jeremy’s research into MOOCS, what makes for successful online teaching, as well as his interest in ‘post human’ perspectives on technology and education.
Mental health is a priority issue across every level of education – with rising levels of depression, anxiety and stress amongst all age groups.
Listen to Dr. Christine Grove (Monash University) talk about her varied research focusing on young people, schools and mental health.
We talk about the importance of participatory research approaches, as well Christine’s innovative work with therapy dogs and Chat Bots.
Prof. Sian Bayne (University of Edinburgh) is one of the leading critical voices in the area of online teaching and higher education.
We talk about why we are living in post-digital times, the benefits of post-humanist approaches, Edinburgh’s ‘Manifesto For Teaching Online … and the post-Brexit prospects for UK higher education.
Let's think about schools in terms of power and interests!
Geert Kelchtermans (KU Leuven) discusses the working lives of teachers and principals - and how individual experiences are shaped by organisational contexts.
We talk about school micropolitics, the ‘structural vulnerability’ of teaching, and the benefits of paying close attention to teachers’ narrative biographies.
Kalervo Gulson (University of Sydney) talks about his work in the area of educational policy.
We talk about Kal’s early work on urban change and education, the relationality of race and his emerging interest in Artificial Intelligence.
What is 'Participatory Design' and how can we use it in education research?
Bronwyn Cumbo (Monash University) talks about the benefits of participatory design as a research approach.
We cover everything from practical tips and key readings, through to the radical origins of the Scandinavian PD tradition.
“Not all rabbit-holes are good places to be”
Jesper Aagaard (Aarhus University) talks about his research on the impact of digital devices in school classrooms.
We talk about the concept of ‘digital distraction’ and why it might be more useful to talk about our rising levels of technology use in terms of ‘habits’ rather than addiction.
We also talk about post-phenomenology, and the struggle of being a qualitative psychologist.
How do we approach research in a world of fluid categories?
Mary Lou Rasmussen (Australian National University) talks about her work examining how young people become subjects within policy.
We talk about reconciling tensions between feminist theory, sexuality studies and gender studies, as well as Mary Lou’s interest in queer studies and rethinking survey methodology in an age of fluid categories.
Steve Roberts (Monash University) talks about his work examining young men and transitions to adulthood.
We talk about balancing generosity and critique, Pierre Bourdieu, the notion of ‘inclusive masculinity’, and the Australian reticence to talk about social class.
“This system of [school] competition drives us all into behaviour that is probably not that helpful for the broad majority”
Dr. Emma Rowe (Deakin University) talks about her work examining how Australian public schools articulate with the market.
We talk about school choice amongst middle class families, the importance of place and space in shaping distinction, and Emma’s emerging interest in innovation and school reform.
What does critical education research involve?
Dr. Steve Courtney (University of Manchester) talks about how education researchers can usefully engage in critical work.
We discuss the distinction between 'doing' (as opposed to 'being') critical, Hannah Arendt, and the role of scholarship in an era of Brexit, Trump and ScoMo.
“It is fascinating how much power numbers seem to have”
Dr. Radhika Gorur (Deakin University) talks about her work examining numbers and the mobilisation of educational ideas.
We talk about Australia’s role in establishing standardised testing as a global trend, Radhika’s use of STS theory to study education policy, and the realities of winning an early career ‘DECRA’ fellowship.
Listen to three Monash academics debunk some persistent misunderstandings in education ...
Prof. Dragan Gasevic on why we shouldn’t be talking about ‘learning styles’ – but thinking about ‘metacognitive abilities’, ‘study tactics’ and ‘desirable difficulties’
Dr. Amanda Heffernan on why good school principals are not ‘born leaders’ but need to learn the art of leadership from others
Dr. Carlo Perrotta on why young people are not ‘digital natives’
“Struggling against injustice is something that you have to persist with”
In this interview, Prof. Audrey Osler (University College of Southeast Norway & University of Leeds) talks about her research career in the area of citizenship and human rights.
We talk about her early experiences of racism in schools, and how this started her academic interest in human rights and education.
We also talk about narrative methods, writing for an American audience and why teachers remain a beacon of hope in our currently difficult times.
How can educational practitioners engage in useful academic research?
In this interview, Dr. Kelly-Ann Allen (Monash University) talks about how she bridges the practical and academic worlds of educational psychology.
We talk about social and emotional learning, as well as Kelly’s specific interest in school belonging.
We also discuss how Kelly positions herself as a ‘pracademic’ – especially through the use of blogging, Twitter, Instagram and getting her work into the media cycle.
How is the internet increasing inequalities between people?
In this interview, Rebecca Eynon (Oxford Internet Institute) talks about her work on digital inequalities. We talk about the role of big data, taking theoretical inspiration from Margaret Archer, as well as why high-tech researchers don’t necessarily use Twitter.
What relevance does the work of John Dewey still have for education?
John Dewey is one of the most important thinkers in education research and general debates about education
In this podcast, Jennifer Bleazby (Monash University) talks about how Dewey’s work remains a touchstone for modern, humane and progressive education.
We talk about the Laboratory School, communal inquiry and what educators frequently get wrong when talking about Dewey’s philosophy.
Exploring the consequences of education policy (Melissa Barnes) by Meet The Education Researcher
What can ethnography bring to the study of school reform?
Christo Sims (UC San Diego) is an anthropologist whose award-winning ethnography lays bare the ‘technological idealism’ driving the past 20 years of school reform.
We discuss the complexities of ethnographic research and writing, as well as how having Jean Lave as a substitute teacher proved a life-changing experience.
Jane Kenway (Monash & Melbourne Universities) is one of Australia’s leading sociologists of education.
In this wide-ranging discussion, Jane reflects on her key concerns with questions of class, gender and capitalism in education.
We talk about ‘Asia as method’, rethinking the nature of ethnography, fostering vibrant Faculty research cultures, and the need for a defiant research imagination.
What are the links between young children’s imagination and their learning in science, engineering and technology?
Marilyn Fleer (Monash University) talks about her new 5-year award under the prestigious Australian Laureate Fellowships scheme to explore the role of imagination in early years STEM learning.
We also dig deep into Marilyn’s established track record of winning research funding … including her top tips for putting together successful proposals.
As we prepare to take a break for the 2018/2019 summer vacation here are a few highlights of what Monash academics have been reading over the past 12 months.
Guests include ...
- John Loughran talking about teacher knowledge;
- Marilyn Fleer talking about children's digital ecologies;
- John Pardy talking about thinking and hand-craft;
- Hannah Fulton talking about the role of competition in student assessment.
How can academics make sure that their research is useful, and actually ends us being used across the education community?
Mark Rickinson (Monash University) talks about his work in the area of ‘quality evidence use’ in education.
We talk about practical steps that researchers can take to ensure that they producing genuinely useful research – starting with being more adventurous in the types of events that we attend.
Mark also outlines his ‘Q Project’ – a new $6.36 million initiative to develop high quality evidence use and ‘research literacy’ across the education professions.
What happens when robots are introduced into classrooms?
In this interview, Dr. Sofia Serholt (Chalmers University) talks about her work on robots in the classroom.
We talk about varying levels of acceptance across education, the ethics of using robots with young children, as well as the dangers of over-hyping the future prospect of ‘socially-intelligent’ AI.
Dr. Adam Wood (UK Leverhulme Scholar) is a social scientist specialising in architecture & education.
We discuss the links between architecture and learning, how school designs have altered over the years, and what architectural theory can tell us about materiality and space.
If you want to understand schools properly, then you have to think about school buildings and space!
What can universities do for ‘early career researchers’?
Dr. Naomi Barnes (QUT) is one of a new generation of education researchers beginning their careers in what is a fast-changing industry.
In this interview, Naomi talks about the challenges of working in universities that are increasingly reliant on the efforts of early career researchers.
We also dissect Naomi’s use of social media, and pick up some tips on how to engage with ‘academic Twitter’.
What can people learn on YouTube and Facebook?
In this interview, Thomas Hillman (University of Gothenburg) talks about his research on how people learn through large online platforms. This includes studies of Facebook teacher groups, citizen science platforms and people using YouTube to fix washing-machines. We discuss how all these activities offer valuable insights into how learning takes place.
How can we develop better research questions? Why should all education researchers make ‘sensible’ use of statistics?
In this interview, Patrick White (Leicester University) talks us through his research methods books and unexpected rise to becoming a ‘YouTube academic’.
This episode was recorded live at the 2018 AERA conference in New York.
Writing an academic book is not an easy task!
In this podcast, we talk to 3 education researchers who have just gone through the process of writing their PhD research into books.
We discuss the importance of the initial proposal writing process, how to work with publishers, and strategies for getting the writing done.
Whether you are a first-time author or seasoned hack, these are issues that we all need to talk about!
Why should academics engage with the public?
Dr. Stewart Riddle (USQ) is committed to being part of the public debate about education in Australia.
In this interview, Stewart talks about his experiences of quickly developing a public profile, and what can be done to support academics who find themselves dragged into media controversy.
We also discuss how Stewart’s time in a touring rock band gives him a healthy perspective on the pressure to be a ‘successful’ academic.
How can we make schools work better?
In this interview, Dr. Ilana Finefter-Rosenbluh (Monash University) talks about her research interests around effectiveness in education. We discuss her PhD research on the unique learning environment of American-Jewish High Schools, as well as her subsequent work on teacher effectiveness, ethics and learner voice.
What role do emotions play in determining education experiences?
In this interview Prof. Anne Frenzel (University of Munich) talks about her work on teachers' and students' emotional experiences. We discuss her work on test anxiety, ‘emotional contagion’ in the classroom, as well as rising levels of teacher anger.
How can researchers use secondary data to examine social justice issues in education?
In this interview Prof. Emma Smith (University of Warwick) talks about her work on boys’ underachievement at school, STEM participation and how policy can support ‘fairer’ forms of education.
This episode was recorded live at the 2018 AERA conference in New York.
How can we encourage all students to love maths?
Dr. Jennifer Hall (Monash University)talks about her research in the area of mathematics education - in particular her interests around gender and maths. We talk about teacher role-modelling, media influences and how Jennifer’s PhD research was sparked by some particularly offensive pyjamas.
How do we reimagine higher education for a networked age?
Prof. George Siemens (University of Texas at Arlington) is well-known for his work in the areas of e-learning and open education.
We discuss George’s pioneering work with MOOCs, his current interest in ‘being’ skills, and ongoing ambitions to reimagine education systems to fit individual learners in an era when the technological systems around us are more intelligent than we are.
A full transcript of this interview is available: https://criticaledtech.com/2021/10/27/networked-learning-in-a-digital-age-interview-with-george-siemens-2018/
A/Prof. Iris Duhn (Monash University) talks about her work in the sociology of childhood.
Iris talks about her research in early childhood education settings – in particular her interests in theorising the importance of ‘place’ and issues of materialism, sustainability and gender. We also talk about the practical benefits of post-qualitative approaches to engaging with empirical fieldwork and data analysis
Prof. Richard Pringle (Monash University) talks about his work in the sociology of sport and education.
We discuss Richard's work on masculinities and rugby in New Zealand, his theoretical shift from Foucault to Deleuze, and his emerging interest in brain injuries in school sport.
Hear from a variety of Monash faculty and friends attending the 2018 American Education Research Association conference in New York. We discuss current hot topics and ideas emerging from this year's conference, as well as tips on how to survive one of the largest academic gatherings in the world.
Prof. Dragan Gašević (Monash University) talks about his pioneering work in the field of learning analytics
Dragan talks about the increasing application of data science and computer science in education research. He reflects on where the field is heading, and the inherently inter-disciplinary and entrepreneurial nature of conducting such work.
Prof. Joanne Deppeler (Monash University) talks about her work on inclusive education and disadvantage.
We talk about the challenges of researching in international contexts, as well as tips for developing lasting industry and government partnerships. We also talk about what makes for a successful PhD project – drawing on Joanne’s many years overseeing doctoral programs at Monash.
Prof. John Loughran (Monash University) talks about his work in the areas of teacher knowledge and expert teaching.
We talk about John’s leading work in the development of self-study methodology, as well as how to keep researching and writing in the face of a heavy admin load.
Prof Bill Green (Charles Sturt University) has been described as “one of Australia’s most recognized education researchers”
In this podcast, Bill talks to Neil Selwyn about his long career researching literacy, teacher education, curriculum history and rural education.
Bill reflects on the need for persistence in education research, his fascination with social theory … as well as why academics tend to write badly (and what they can do about it).
Prof. Gilah Leder (Monash & La Trobe) talks about her work in the field of mathematics education
Gilah talks in the podcast about her various interests – especially issues of gender equity and maths. She also reflects on entering academia over fifty years ago … and how education research and scholarship has changed over the decades.
A/Prof Jane Wilkinson (Monash University) talks about her research on educational leadership, gender and ethnicity.
She also explores the reasons that Australia has developed its own particular tradition of critical leadership research … as well as the importance of finding a mentor early in your academic career.
Dr. Ruth Jeanes (Monash University) talks about her research on sport and education - ranging from studies of community park-runs in Melbourne to PE lessons in Zambian schools.
We talk about Ruth's work exploring the potential of sport as a space for transformation - while also tackling the ways in which dominant values and inequalities can be reproduced in sporting contexts ... We also reflect on the experience of UK academics coming to work in Australia!
A/Prof Sonya Horsford (Columbia University) talks about her research on the history and politics of race, inequality, and leadership in US education.
The conversation ranges from WEB du Bois to what it now means to work as an education researcher in the times of Trump. Sonya also reflects on the insights to be gained from applying historical and community perspectives to contemporary education issues.
Dr. Kristin Reimer (Monash University) talks about her research on inclusive education, restorative justice and relational approaches in education.
We talk about viewing education in terms of mutual (rather than controlling) relationships, how teaching in Pyongyang opened Kristin’s eyes to the radical possibilities of the classroom, and the benefits of being an ‘international’ academic.
Dr. John Potter (University College London, UK) is a prominent voice in the field of media education. In this interview John talks about his research around the areas of digital media, culture and education.
The discussion covers John’s current interest in ‘dynamic literacies’, ‘digital curation’ and ‘third spaces’, the trials of carrying out co-research with young people, and a reminder of the privilege of being able to do academic work for a living.
Prof. Alex Kostogriz(Monash University) talks about his dual research agendas around the topics of languages education and the professional learning of teachers.
We talk a lot about using social theory and education research as a political act ... as well as Alex's recent thinking around 'proximal ethnography', and the benefits of moving between different universities.
Dr. Amanda Heffernan(Monash University) talks about her research on education leadership and how school principals enact education policy.
We talk about Foucault, academic conference tactics, juggling the pressures of being an early 'early career researcher', and the benefits of getting involved with social media.
Dr. Ben Williamson (University of Stirling, UK) has developed some of the most insightful critical analyses of how education futures are being shaped by commercial high-tech interests.
In this interview Ben talks about his work tracing the political implications of classroom apps, personalised learning and bio-social technologies in the classroom.
Prof Susie Garvis (Gothenburg University) talks about her work in the area of early childhood education - in particular her recent work in the areas of quality and policy.
Susie talks about making the move to Sweden from Monash a couple of years ago, and her experiences of being a 'travelling academic'. The conversation ranges from how the Russians see Vygotsky through to the challenge of getting European funding.
A/Prof Umesh Sharma (Monash University) talks about his research in the area of inclusive education in developing and developed countries.
Amongst other things, Umesh talks about the challenges of research in the Asia-Pacific contexts, how to develop international networks, and the motivation of influencing education policy.
Eleanor Christie (commissioning editor from Palgrave Macmillan) talks about how education researchers can get their work published in book form.
The conversation covers the secret of successful proposal writing; how to turn a PhD thesis into a book; the importance of a book's identity; and future trends in academic book publishing.
Dr. David Bright (Monash University) talks about his research and writing on the topics of teaching English as a second language, global citizenship & 'difference'.
We talk about Deleuze, fitting into North American conferences, ethnography as 'slow' research, and how to seek out research opportunities across all aspects of our academic work.
A/Prof Andrea Rupert (Monash University) talks about her work on mental health and well-being in families.
We talk about making yourself credible with medical research funders, how prestigious offers usually come from small less-prestigious bits of work, and the need for education researchers to focus on improving the 'public understanding of education'.
Dr. Deana Leahy (Monash University) talks about her work in the critical studies of health education.
We talk about how to combine critical approaches with successful grant funding, how to build international networks of like-minded scholars and future directions for education research in times of austerity.
Dr. Rosie Welch (Monash University) talks about her research in the area of health & physical education ... approached through the lens of Foucault, Deleuze and materialist critiques.
The discussion starts by unpacking Rosie's biog by-line of "Teacher Education, Content, Knowledge & Pedagogy: issues of Biography, Embodiment & Wellbeing" ...
Prof. Jeff Brooks (Monash University) talks about his current research work in the area of education leadership & social justice ...
... or as he described it in 140 characters ... "The Sense and Nonsense of Leadership, Equity and Learning in Education: An Interrogation of Assumptions and an Exploration of Possibilities"