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Staff Profile

Professor Jennifer Gore

Professor, Assistant Dean (Curriculum Teaching and Learning)
Director, Professional Learning in Education Research Group

Faculty/Division: Education and Arts
School:                 School of Education
Phone:                  +61 2 4921 6709
Fax:                      +61 2 4921 7916
Email:                  Jenny.Gore@newcastle.edu.au
Location:             HA105 Hunter Building
Campus:              Callaghan

Biography:

I began my career in education as a secondary physical education teacher in South Australia. I then completed a Masters degree at the University of British Columbia, Canada, and, after 4 years of lecturing, began my doctoral studies at the University of Wisconsin-Madison, USA. I arrived in Newcastle, having completed my PhD in 1991. My educational interests have consistently centred on issues to do with the quality of teaching and learning, and have ranged across such topics as teacher socialisation, alternative pedagogy, power relations in teaching, reform in teacher education, and pedagogical reform.

Major Accomplishments:

I was a key member of the research team that generated the concept of Productive Pedagogy and, with James Ladwig, was co-author of the NSW model of pedagogy known as “Quality Teaching.” This work has had a major impact on schooling in Australia. I am Associate Editor of the international journal Teaching and Teacher Education. I have held positions as President of the NSW Teacher Education Council, Executive member of the Australian Council of Deans of Education, and Research Training Coordinator for the Australian Association for Research in Education. Major books include The Struggle for Pedagogies: Critical and feminist discourses as regimes of truth and Feminisms and Critical Pedagogy [edited with Carmen Luke]. I have also published numerous articles and chapters, and several works have been translated into other languages. I have held a number of large and small research grants and acted in an advisory capacity for other research initiatives.

Qualifications:

PhD (Wisconsin) 1990
MPE (British Columbia) 1984
BEd (SAust) 1980

Academic Appointments:

The University of Newcastle (1991 - present)
- Professor (September 2000 - present)
- Associate Professor (1996 – 2000)
- Senior Lecturer (1992-1995)
- Lecturer (1991)
University of Wisconsin-Madison
- Department of Curriculum and Instruction
  - Teaching Assistant, Elementary Education Program (1988-1989)
- Faculty of Medicine
  - Teaching Assistant, Clinical Medical Program (1989-1990)
University of Queensland
- Department of Human Movement Studies
  - Lecturer (1987)
  - Senior Tutor (1984; 1986-1987)
Newcastle College of Advanced Education
- Lecturer (1985-1986)
- Senior Tutor (1984)

Other Professional Appointments

President, NSW Teacher Education Council (July 2000 - July 2002)
State Representative, Australian Council of Deans of Education (July 2000 - July 2002)
Research Training Coordinator, Australian Association for Research in Education (2001)

Consultancies & Community Service:

1994-1997: Member of Academic Reference Group, National Schools Network
1995: Reviewer of materials for the Gender and Violence Project, for use in New South Wales school.
1998: Panel member for the Vocational Education and Training Accreditation Board review of application for an Advanced Diploma in Rudolf Steiner Education by Glenaeon School Middle Cove, Sydney.
1999-present: conference keynote addresses and professional development provided for hundreds of educational groups – school staff, principals’ meetings, head teacher meetings.
2001: NSW Teacher Education Review Taskforce Member – sole teacher educator.
2003: Member of the Advisory Committee for the DEST project "Investigating the links between teacher professional development and student learning outcomes”.
2003- present: Associate Editor for Teaching and Teacher Education – An International Journal of Research and Studies.

Courses taught:

EDUC 1004 Contexts of Teaching 1
EDUC 1006 Professional Preparation 1B
EDUC 4073 Aboriginal and Contemporary Issues in Education (Teaching Better elective)
EDUC 6030 Power and Pedagogy
EDUC 6132 Supervision and Mentoring of Teachers
EDUC 6200 Productive Classroom Practice
EDUC 6203 Productive Teacher Learning

Teaching interests:

social theory and education, sociology of education, poststructuralism, feminism, and pedagogy

Specific areas of responsibility:

Director, Professional Learning in Education Research Group

Publications/Productions/Exhibitions:

Books and Monographs

Gore, J.M. (1996). Las controversias pedagogicas; Discursos criticos y feministas comoregimen de verdad. Madrid, Spain: Morata.
Gore, J.M. (1995). Emerging issues in teacher education. Murdoch University: Innovative Links Project (Commonwealth of Australia).
Gore, J.M. (1993). The struggle for pedagogies: Criticaland feminist discourses as regimes of truth. New York and London: Routledge
Ladwig, J.G. and Gore, J.M. (1993). Student voices: Students rethinking schools for a changing world. Sydney: New South Wales Teachers Federation.
Luke, C. and Gore, J.M., eds. (1992). Feminisms and critical pedagogy. New York and London: Routledge.

Book Chapters

Lovat, T. J., Gore, J. M., and Sirasch, S. (in press). Case Studies of Site-Based Teacher Education at The University of Newcastle. In T. Kruger (Ed). Innovative Approaches to Site-Based Teacher Education. Canberra: DETYA.
Gore, J.M. (2003). “What We Can Do for You! What Can “We” Do for “You”?: Struggling over Empowerment in Critical and Feminist Pedagogy.” In A. Darder, M. Baltodano and R.D. Torres, eds. The Critical Pedagogy Reader, pp. 331-350. New York: Routledge Falmer.
Gore, J. M. (2002). Micro‑level Techniques of Power in the Pedagogical Production of Class, Race, Gender and Other Relations. In H.S. Shapiro and S. Shapiro (Eds). Body Movements: Pedagogy, Politics and Social Change, pp.75-96. Cresskill, New Jersey: Hampton Press.
Gore, J. M. (2001). Implications of Power and Pedagogy for the Development of Literacy. In R. de Cillia, H.J.Krumm and R. Wodak (Eds). Loss of Communication in the Information Age, pp. 87-94. Vienna: Verlag der ÖAW, Wien.
Gore, J.M. (2001). Pedagogy, Feminist. In L. Code, ed. Encyclopedia of Feminist Theories. London: Routledge.
Gore, J.M. (2001). Single sex education. In L. Code, ed. Encyclopedia of Feminist Theories. London: Routledge.
Ladwig, J.G., Griffiths, T., Gore, J.M. and Lingard, B. (1999). Australia: Education in a post-penal, post-industrial, post-modern, soon to be post-colonial nation. In S. Lindblad and T.S. Popkewitz, eds. Educational Governance and Social Integration and Exclusion: National Cases of Educational Systems and Recent Reforms, pp. 21-41. Uppsala: Repro Ekonomikum.
Gore, J.M. (1999). Unsettling feminist/academic identity. In L.K. Christian-Smith and K. Kellor, eds. Everyday Knowledge and Uncommon Truths: Life Writings and Women's Experiences In and Outside the Academy, pp. 17-24. Boulder, CO: Westview Press.
Ladwig, J.G. and Gore, J.M. (1998). Nurturing democracy in schools. In Schooling for a fair go, pp. 15-26. Annandale: Federation Press.
Gore, J.M. (1998). On the limits to empowerment through critical and feminist pedagogies. In D. Carlson and M. Apple, eds. Critical educational theory in unsettling times, pp. 271-288. Minneapolis: University of Minnesota Press.
Gore, J.M. (1998). Disciplining bodies: On the continuity of power relations in pedagogy. In T.S. Popkewitz and M. Brennan, eds. Foucault's challenge: Discourse, knowledge and power, pp. 231-251. New York: Teachers College Press.
Gore, J.M. (1997). Power relations in pedagogy: An empirical study based on Foucauldian thought. In. C. O'Farrell, ed. Foucault: The legacy. Brisbane: Queensland University of Technology.
Gore, J.M. (1995). Foucault's poststructuralism and observational education research. In R. Smith and P. Wexler, eds. After Postmodernism: Education, politics and identity: A study of power relations, pp. 98-111. London: Falmer.
Gore, J.M. (1995). Gender in higher education: Toward more inclusive teaching. In L. Conrad and L. Phillips, eds. Reaching more students, pp. 99-105. Griffith University, Brisbane: Griffith Institute for Higher Education.
Gore, J.M. and Zeichner, K.M. (1995). Connecting action research to genuine teacher development. In J. Smyth, ed. Critical discourses on teacher development, pp. 203-214. London: Cassells.
Zeichner, K.M. and Gore, J.M. (1995). Using action research as a vehicle for student teacher reflection: A social reconstructionist approach. In S. Noffke and R. Stevenson, eds. Practically critical: An invitation to action research in education, pp. 13-30. New York: Teachers College Press.
10 prior to 1995

Refereed Journal Articles

Gore, J. M., Griffiths, T., and Ladwig, J. G. (2004). “Towards Better Teaching: Productive Pedagogy as a Framework for Teacher Education”. Teaching and Teacher Education. 20 (4), 375-387
Gore, J. M. and Gitlin, A. D. (2003). [Re]Visioning the Academic-Teacher Divide: Power and Knowledge in the Educational Community. Teachers and Teaching: Theory and Practice.10(1), 35-58
Gore, J.M. (2001). Beyond Our Differences: A Re-Assembling of What Matters in Teacher Education. Journal of Teacher Education, 52(2), 124-135.
Gore, J.M. and Morrison, K. (2001). The Perpetuation of a (Semi-) Profession: Challenges in the Governance of Teacher Education. Teaching and Teacher Education, 17, 567-582.
Ladwig, J. G., Griffiths, T., Gore, J. M., and Lingard, B. (1999). Australia: Education in a post-penal, post-industrial, post-modern, soon to be post-colonial nation. In S. Lindblad and T. Popkewitz (Eds). Educational governance and social integration and exclusion: National cases of educational systems and recent reforms, 34, 21-41.
Gore, J.M. (1997). On the use of empirical research for the development of a theory of pedagogy. CambridgeJournal of Education, 27(2), 211-221.
Gore, J.M. (1995, in Portuguese). Foucault's poststructuralism and observational research: A study of power relations in education. Educacao & realidade, 20(1) 135-152.
Gore, J.M. (1995). On the continuity of power relations in pedagogy. International Studies in Sociology of Education, 5(2) 165-188.
4 prior to 1995

Other Publications

NSW DET (2004). Quality teaching in NSW Public Schools: An assessment practice guide. Professional Support and Curriculum Directorate, NSW Department of Education and Training.
NSW DET (2004). Continuing the discussion about assessment. Professional Support and Curriculum Directorate, NSW Department of Education and Training.
NSW DET (2003). Continuing the discussion about classroom practice. Professional Support and Curriculum Directorate, NSW Department of Education and Training. Available online: http://www.curriculumsupport.nsw.edu.au/qualityteaching/docs/QualityTeachEPSColor.pdf
NSW DET (2003). Quality teaching in NSW Public Schools: A classroom practice guide. Professional Support and Curriculum Directorate, NSW Department of Education and Training.
NSW DET (2003). An Annotated Bibliography. Professional Support and Curriculum Directorate, NSW Department of Education and Training. Available online: http://www.curriculumsupport.nsw.edu.au/qualityteaching/docs/QualityTeachEPSColor.pdf
NSW DET (2003). Starting the discussion. Professional Support and Curriculum Directorate, NSW Department of Education and Training. Available online: http://www.curriculumsupport.nsw.edu.au/qualityteaching/docs/QualityTeachEPSColor.pdf
NSW DET (2003). Quality teaching in NSW Public Schools: Discussion paper. Available online: http://www.curriculumsupport.nsw.edu.au/qualityteaching/docs/QualityTeachEPSColor.pdf

Professional Activities:

Conference Presentations

Gore, J. (2004). “Professional learning, pedagogical improvement, and the circulation of power”. Paper presented and submitted to the Australian Association for Research in Education Conference, Melbourne, Victoria, November.
Ladwig, J.G, Gore, J.M. and Griffiths, T. (2004). Enhancing the Quality of Assessment Tasks and Student Learning through Productive Pedagogy as a Framework for Professional Development. Annual Meeting of the American Educational Research Association, April, San Diego.
Gore, J.M. (January, 2004) “Current challenges in teacher professional learning”, Pedagogy in Practice 2004, The University of Newcastle & NSW DET, Newcastle.
Gore, J.M., Griffiths, T. and Ladwig, J.G. (November-December 2003) "Improving student learning, improving pedagogy: The impact of improving the quality of tasks set by teachers". Joint Conference of Australian Association for Research in Education and New ZealandAssociation for Research in Education, Auckland.Gore, J.M., Griffiths, T. and Ladwig, J.G. (December, 2002) “Productive pedagogy: A framework for teacher learning”, Annual Conference of the Australian Association for Research in Education, Brisbane.
Gore, J.M. (December, 2002). “Some certainties in the uncertain world of classroom practice: An outline of a theory of power relations in pedagogy.” Annual Conference of the Australian Association for Research in Education, Brisbane.
Gore, J.M. (July, 2002) “Productive pedagogy and teacher practice: Implications for teacher education.” Australian Teacher Education Association, Brisbane.
Gore, J.M., Griffiths, T. and Ladwig, J.G. (April, 2002) “Productive pedagogy: A framework for teacher learning”, Annual Meeting of the American Educational Research Association, New Orleans.
Gore, J.M. (February, 2002). “Interrupting discourses, reshaping practices: Thinking “big” in teacher education.” Challenging futures: Changing agendas in teacher education conference, University of New England, Armidale.
Gore, J.M., Griffiths, T. and Ladwig, J.G. (December, 2001). “Productive Pedagogy as a framework for teacher education: Towards better teaching.” Annual Conference of the Australian Association for Research in Education, Fremantle.
Ladwig, J.G. and Gore, J.M. (December, 2000). “The imposition of a schooled ‘habitus’.” Annual Conference of the Australian Association for Research in Education, Sydney.
Gitlin, A.D. and Gore, J.M. (April, 2000). “[Re]Visioning the academic-teacher divide: power and knowledge in the educational community.” Annual Meeting of the American Educational Research Association, New Orleans.
Gore, J.M. (February, 2000). “Towards a theory of power relations in pedagogy.” Narratives for a New Millennium: 4th Biennial Conference of the Discursive Construction of Knowledge Group, Adelaide.
Gore, J.M. and Morrison, K. (November, 1999). “The perpetuation of a (semi-) profession: Challenges in the governance of teacher education.” Annual Conference of the Australian Association for Research in Education, Melbourne.

Refereed Conference Proceedings

Gore, J.M., Griffiths, T. and .Ladwig, J.G. (2002). Exploring 'productive pedagogy' as a framework for teacher learning. AARE - Conference Papers Online, http://www.aare.edu.au/02pap/gor02267.htm.
Gore, J.M. (2002). Some certainties in the uncertain world of classroom practice: An outline of a theory of power relations in pedagogy. AARE - Conference Papers Online, http://www.aare.edu.au/02pap/gor02317.htm.
Gore, J.M., Griffiths, T. and Ladwig, J.G. (2001). Productive Pedagogy as a framework for teacher education: Towards better teaching. AARE- Conference Papers Online, http://www.aare.edu.au/index.htm/GOR01501.
Ladwig, J.G. and Gore, J.M. (2000). The imposition of a schooled ‘habitus’. AARE- Conference Papers Online, http://www.aare.edu.au/index.lad00025.
Gore, J.M. (1999). Micro level techniques of power in the classroom production of class, race, gender and other relations. AARE- Conference Papers Online. http://www.swin.edu.au/aare/98pap/GOR98285.html

Theses Examinations

Conducted for the following universities: Wollongong, Southern Cross, James Cook, Griffith, Deakin, Macquarie, Tasmania and QUT.

Research:

Current

With James Ladwig and Tom Griffiths, I am engaged in a four year longitudinal study (2004-2007) into the relationships between teacher professional learning, pedagogy, and student achievement, tracking the experiences of three cohorts of students as they progress through public schools in NSW. This study is jointly funded by the Australian Research Council and the NSWDET.
I am engaged in research with Cheryl Williams and with Ann McCormack on the experiences of early career teachers.
In 2005, I will be involved in a study with Michael Arthur-Kelly, Bob Conway and James Ladwig on the alignment of Quality teaching with special education practice.

Past

Power and Pedagogy
This line of research builds on the argument, articulated in my book The Struggle for Pedagogies, that pedagogy carries its own set of power relations. I engaged in a large-scale empirical study of pedagogy in four sites. The sites were selected in relation to my theoretical interest in both radical and mainstream approaches to education and in the effects of institutionalisation on pedagogy. Data were collected in high school physical education classes, a teacher education program, a feminist reading group and a women’s discussion group over six month periods. Funded by the ARC Large (1992-1994) and Small Grants (1995-1998) schemes, this work has generated several publications. Two research higher degrees, by Erica Southgate and Rosalie Bunn, related to the project have been completed. Other research higher degree students are working on projects that extend this agenda (Kellie Morrison and Robert Parkes).
Productive Pedagogy and School Restructuring
This research project builds on work on “authentic pedagogy” coming out of Wisconsin that is widely recognised for its capacity to not only enhance levels of overall achievement but also to reduce equity gaps in learning outcomes. Funded by Education Queensland (1998-2000), James Ladwig, Bob Lingard, Allan Luke, Deb Hayes, Martin Mills, and I developed a more extensive framework for observing pedagogy as part of a comprehensive study of school restructuring in Queensland. The set of twenty items developed by the team has produced four key dimensions of “productive pedagogy”, namely Intellectual Quality, Relevance, Supportive Environment, and Recognition of Difference. This work has generated enormous interest by Ministers of Education, District Superintendents, Principals, and teachers and well as potentially making a substantial contribution to the academic literature by providing answers to the thorny question of what kind of teaching works for different kinds of students.
Productive Pedagogy and Teacher Professional Development
Aware of the potential of Productive Pedagogy for both initial and ongoing teacher development, with James Ladwig, I gained ARC Small Grant funds (2000-01) to explore the feasibility of using this construct with undergraduate students. I worked with a group of fourth year education students to develop their understanding of the material and then observed a group of volunteers as they undertook their internships and interviewed them about their understanding of the ideas and the ease with which they implemented them in their own planning and teaching. I have also worked with my colleagues in the Faculty of Education to incorporate these ideas more fully into our undergraduate programs in order to add to the coherence of our programs, the clarity of our goals, and the quality of both our own teaching and student learning. Implications for ongoing teacher professional development have been explored in a study completed during 2001.
Emerging Issues in Teacher Education
In 1995 I was commissioned as part of the DEET project Innovative Links between Schools and Universities for Teacher Professional Development to produce a report on site-based teacher education and accreditation. These issues remain at the forefront of policy developments in Australian teacher education. In addition to these specific interests, a number of my recent publications are focussed directly on additional issues in teacher education. With Kellie Morrison, I have written an analysis of the Adey Report, Preparing a Profession, that traces its own narratives and examines the subject positions created for teachers and teacher educators. This paper has been published in Teaching and Teacher Education. With Andrew Gitlin, I have studied teachers’ views on research to identify weaknesses in how research is presented to undergraduate and postgraduate students in education. In part, we argue that academics set research up to fail in teachers’ eyes through our own failure to convey the complexity and messiness of research and publication processes. This work is currently under review. With Tom Griffiths, I have completed an analysis of the literature on effective preservice teacher education in literacy and numeracy.
Educational Governance, Social Inclusion and Exclusion in Australia
This project, funded by the ARC, 1998-2000, is the Australian component of an international comparative study sponsored by the European Union to address how changes in the governance of education has affected who becomes marginalised from society and how. Conducted in Sweden, Finland, Portugal, Greece, Germany, Spain, Iceland, the United Kingdom and with a consultant from the United States, the scope of this work has enormous potential for global understandings of education and social justice. Involving policy text analyses, interviews with systems bureaucrats and teachers, and a comprehensive youth survey, the comparative data are already yielding interesting commonalities as well as differences across participating countries.

Training and Supervision

Supervision of PhD
Beginning Teachers, Professional Learning, Pedagogy and Power (in progress)
Past and Current Understanding of the Social Purposes and Adequacy of Public Schooling (in progress)
Mentoring of Teachers Through Team Teaching (in progress)
Professional Community, Collective Responsibility and Quality Teaching (in progress)
Postmodern Positions on Pedagogy (in progress)
Pedagogy at the Edges: Teaching in Alternate Sites and Programs (in progress)
Discourses of Technology Curriculum: Possibilities for Home Economics Knowledge and Practice (awarded 2000)
Remembering School Life: A Mapping of Power, Subjectivity and Emotion in Stories of Australian School Life (awarded 2000)
Unreliable Allies: Mapping the Effects of Whiteness in Adult Education (awarded 2000)
Provisional Discourses: A Genealogical Reconceptualization of the Shift from Differential to Equitable Provision in Australian Educational Discourses since the 1970s (awarded 2000)
(Re)presenting Women in Management: A Study of Women in Management Literature (awarded 1997)
At the Interface of Talk and Text: The Social Construction of Gender in Classroom Interaction (awarded 1993)
Supervision of MEd
- Normalisation as a Technique of Power in Secondary School (awarded 2001)
- Narrative in Religious Education (awarded 1993)
Supervision of BEd (Hons)
- Reports and Regulation: The Construction of Gender in School Reporting Practices (awarded 1996)

Grants

Research

Year	Chief Investigators	Grant	Amount	Project Title
2005	Conway, Arthur-Kelly, Ladwig, Gore	University of Newcastle	$10,000	How do effective learning and teaching practices in special education align with the broader pedagogical framework of quality teaching?
2005	McCormack, Gore	University of Newcastle	$9,500	Early career teacher socialisation and professional growth
2004	Gore, Ladwig	ARC Linkage	$820,000	Systemic implications of pedagogy and achievement in NSW public schools
2004	Gore	University of Newcastle	$15,000	The impact of ‘productive pedagogy’ in the socialisation of beginning teachers
2004	Archer, Gore	University of Newcastle	$12,000	An exploration of students’ social motives to engage in academic work: Extending achievement goal theory
2003	Ladwig, Gore	NSW DET	$19,734	Elaborating elements of the pedagogy framework for assessment practice
2003	Ladwig, Gore	NSW DET	$19,734	Elaborating elements of the pedagogy framework for classroom practice
2003	Ladwig, Gore	NSW DET	$15,180	Development of an annotated bibliography on pedagogy
2002-2003	Ladwig, Gore	NSW DET	$19,481	Development of a model of pedagogy for NSW public schools
2003	Ladwig, Gore	University of Newcastle	$17,500	Enhancing student learning: An investigation of the impact of improving the quality of learning and assessment tasks set by teachers
2002	McCormack, Foreman, Gore, Thomas	University of Newcastle	$12,300	The Induction of Beginning Teachers
2001- 2002	Louden (Edith Cowan), Gore, House, Rohl (Edith Cowan), Greaves, (Melbourne), Siemon (RMIT), McIntosh (Tas), Wright (Southern Cross)	DETYA	$52,800 (Newcastle portion only)	The Preparation of Teachers to Teach English Literacy and Numeracy in Primary and Secondary Schools
2001	Gore, Ladwig	University of Newcastle	$11,000	Productive Pedagogy and the Professional Development of Practising Teachers
2000	Gore, Ladwig	ARC Small	$12,000	A Pilot Study of “Productive Pedagogy” as a Framework for Teacher Professional Development
1998-2000	Ladwig, Lingard (UQ), Luke (UQ), Gore	Education Qld	$170,000 (Newcastle portion only)	Longitudinal Research Project on Leading Schools Program.
1998-2000	Ladwig, Gore, Lingard (UQ)	ARC Large	$186,000	Educational Governance, Social Inclusion and Exclusion in Australia
1997-1998	Gore	ARC Small	$18,000	Knowledge, Power and Pedagogy.

5 grants prior to 1997, including ARC Large grant (sole chief investigator)

Keynote Addresses

2004: Professional growth through the next iteration of Productive Pedagogies. Australian Education Union Middle Schooling Conference School-based solutions, Adelaide.
2004: Quality teaching in PDPHE, NSW PDHPE Teachers’ Association Annual Conference, Dubbo.
2004: The Quality Teaching framework: raising the bar, ACHPER National/International Conference, Wollongong.
2004: Quality teaching in NSW public schools. ELIM Leadership program for CatholicSchoolPrincipals: something different … something more, Mulgoa.
2004. Quality teaching in NSW public schools: an update. 10th Presidents’ Dinner, Professional Teachers Council NSW, Sydney.
2004. From Productive Pedagogy to Quality Teaching in NSW Public Schools, QueenslandSecondary Principals Association Annual Conference, Gold Coast.
2002: Interrupting discourses, reshaping practices: Thinking “big” in teacher education. Changing Agendas in Teacher Education Conference, UNE
1998: Implications of power and pedagogy for the development of literacy, Austrian Academy of Sciences Conference, Vienna.
1995: Schooling and normalisation: On the continuity of power relations in pedagogy, International Sociology of Education Conference, The University of Sheffield.
1994: Neglected practices: A Foucauldian critique of traditional and radical approaches to pedagogy, Curriculum Restructuring and Educational Policy Conference, Secretary of Education, Brazil.

Manuscript Reviews

I have completed journal manuscript reviews for the following journals:
- Journal of Teacher Education;
- American Educational Research Journal;
- Educational Researcher;
- Teaching and Teacher Education;
- Journal of Curriculum Studies;
- Educational Foundations;
- Discourse;
- International Journal of Leadership in Education;
- International Journal of Qualitative Studies in Education;
- Australian Journal of Education;
- Australian Educational Researcher;
- Sport, Education and Society;
- Curriculum Inquiry;
- Journal of Research in Mathematics Education; and,
- Studies in Adult Education.
I have also reviewed:
- conference proposals for the Curriculum Studies Division (Division B) of AERA
- conference proposals for the Foucault and Education Special Interest Group of the American Educational Research Association
- book manuscripts for Harcourt Brace (2), Thomas Nelson, and Northern Territory University Press.

Governance

Since 1995

Assistant Dean, Faculty of Education and Arts (2002 -)
Assistant Dean, Faculty of Education (1994 - 2001)
Academic Promotions Committee (1997-1999)
University Council (1998-1999)
Academic Senate (1996-1999)
Outside Study Programs Appeals Committee (1996-1998)

Membership of Networks and Professional Associations

Membership of Editorial Boards

Teaching and Teacher Education (UK), Associate Editor since October 2003.
Sport, Education and Society (UK)
Critical Educative and Cultural (Argentina)

Membership of Professional Associations

American Educational Research Association
Australian Association for Research in Education

Cover Endorsements

Canaan, J.E. and Epstein, D. (1997). A question of discipline: Pedagogy, power, and the teaching of cultural studies. Boulder, CO: Westview Press.
Clarke, G. and Humberstone, B., eds. (1997). Researching women and sport. Hampshire: Macmillan.

Faculty of Education and Arts