Dr Matt Lumb
Centre of Excellence for Equity in Higher Ed
- Phone:(02) 4921 7912
My commitment to the field of access to education developed through experiences as a community development professional working on projects in Australia and in parts of Asia and Africa, and as a classroom teacher in Australian high schools.
A formative time in my professional life was working for UNICEF (the United Nations Children's Fund) where I undertook a dual role in Australia as Education for Development Coordinator and as International Projects Officer (Monitoring and Evaluation). As Education for Development Coordinator, my role was to manage school and community-focused fundraising and advocacy initiatives; e.g. pioneering and managing relationships with NSW DET and NSW Teachers Federation around a new statewide initiative called UNICEF Day for Change.
As International Projects Officer (Monitoring and Evaluation) I worked in Australia and overseas to liaise between local stakeholders of development practice, representatives of UNICEF and other UN agencies in overseas development contexts, and the Australian Government - to monitor program processes, identify future funding needs, and produce nuanced reporting and evaluation products. This role involved numerous visits to development contexts including Zambia (HIV/AIDS orphans & prevention of transmission between mother and child), Laos (Child Protection against UXO or Unexploded Ordinance), Indonesia (Polio Vaccination), Vietnam (Iodine Deficiency) and Fiji (Health Technologies).
As a teacher in NSW public schools in the central west of the state, I gained renewed appreciation of the role education plays in relational processes underlying the possibility of community development. It was in this context I acquired a deeper understanding of the ways that pedagogy, curricular and assessment structures impact on subjectivity, identity and life trajectory.
Working for Australian Red Cross as firstly Refugee Support Coordinator and then as manager of a community service called Tenant Connect, I experienced the tensions, joys and contradictions of community work and not-for-profit organisations. I was privileged to work with a diversity of experienced practitioners and to learn about the ways processes of evaluation can themselves be programs of practice.
Since 2011, I have worked at the University of Newcastle, initially as an 'outreach' practitioner. Through the development of the Centre of Excellence for Equity in Higher Education, I completed a PhD investigating some of the unintended consequences of university outreach connections. I have an interest in the ways sophisticated participatory methodologies can make evaluative processes more generative, and deliver nuanced understandings of the underlying dynamics that produce program 'impact'.
- Doctor of Philosophy, University of Newcastle
- community development
- critical pedagogy
- educational access
- educational participation
- international development
- social inequalities
- social justice
- sociology of education
- widening participation
Fields of Research
|441001||Applied sociology, program evaluation and social impact assessment||25|
|390203||Sociology of education||50|
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (3 outputs)
Lumb M, Bunn M, 'Dominant higher education imaginaries: Forced perspectives, ontological limits and recognising the imaginer's frame', Reimagining the Higher Education Student: Constructing and Contesting Identities, Routledge, Abingdon, Oxon 114-131 (2021) [B1]
|2019||Lumb M, 'Unintended imaginings: the difficult dimensions of possible selves', Possible Selves and Higher Education: New Interdisciplinary Insights, Routledge, London, UK 93-110 (2019) [B1]|
Burke PJ, Lumb M, 'Researching and evaluating equity and widening participation: praxis-based frameworks', Evaluating Equity and Widening Participation in Higher Education, Trentham, London (2018) [B1]
Journal article (11 outputs)
English HJ, Lumb M, Davidson JW, 'What are the affordances of the digital music space in alternative education? A reflection on an exploratory music outreach project in rural Australia', INTERNATIONAL JOURNAL OF MUSIC EDUCATION, 39 275-288 (2021)
Phelan L, Lumb M, 'Higher education for times of climate crisis critical awareness, purpose and community', International Studies in Sociology of Education, 30 173-190 (2021) [C1]
Climate change impacts cascade across scales and sectors, and present specific threats to education institutions and systems, including reduced educational access, participation a... [more]
Climate change impacts cascade across scales and sectors, and present specific threats to education institutions and systems, including reduced educational access, participation and attainment by students. In this paper, we set out the pursuit of climate change mitigation and adaptation responses, grounded in commitments to equity and justice, as a renewed fundamental purpose for higher education. To this end, we suggest the understanding of public and private benefits of education that is typically applied to individuals may be usefully applied at institution and system scale. However, in the context of an accelerating climate crisis, adopting a renewed fundamental purpose will require institutions and systems to display critical awareness beyond the public-private benefits divide, towards an understanding of themselves as embedded in¿rather than separate to¿their broader communities and societies, and an acknowledgement of the particular interests that are foregrounded and privileged in the construction of their purpose.
Gordon RB, Lumb M, Bunn M, Burke PJ, 'Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices', Journal of Educational Administration and History, (2021)
Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in... [more]
Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in higher education, for which evaluation is often required to measure ¿what works¿. Although evaluation has a ¿fundamentally social, political, and value-oriented character¿ (Guba and Lincoln. 1989. Fourth Generation Evaluation. Newbury Park, CA: Sage, 7), an experimental approach, situated within hegemonic positivist epistemologies, has tended to prevail. In this paper, we argue that it is misguided to pursue evaluation with an apolitical pretext of independence and objectivity. Drawing on Butler¿s concept of performativity, we explore how hegemonic anti-democratic evaluation practices can potentially re-inscribe and reproduce the very inequalities that WP seeks to address. By critiquing the technologies of evaluation, we lay out one way of understanding how democratic evaluation practices can reclaim evaluation to make possible more diverse and socially just worlds.
Lumb M, Burke PJ, Bennett A, 'Obscenity and fabrication in equity and widening participation methodologies', British Educational Research Journal, (2020)
Lumb M, Burke PJ, 'Re/cognising the discursive fr/Ames of equity and widening participation in higher education', INTERNATIONAL STUDIES IN SOCIOLOGY OF EDUCATION, 28 215-236 (2019) [C1]
Bennett A, Lumb M, 'Policy misrecognitions and paradoxes: developing more contextually attuned access and equity policies in Australian higher education', Policy Futures in Education, 17 966-982 (2019) [C1]
Bunn M, Lumb M, 'Education as Agency: Challenging educational individualisation through alternative accounts of the agentic', The International Education Journal: Comparative Perspectives, 18 7-19 (2019) [C1]
English H, Lumb M, Page J, Wilton J, 'Spaces of solace and world-building: A praxis-based approach to Creative and Performing Arts (CAPA) outreach for equity and widening participation in higher education', International Studies in Widening Participation, 5 10-25 (2018) [C1]
|Show 8 more journal articles|
Conference (11 outputs)
Bunn M, Lumb M, 'Negotiating the nexus of research and practice for equity in Australian Higher Education.', Wollongong (2019)
Bunn M, Lumb M, 'Forced perspectives, ontological limits, and the means of realisation: Re/cognising the frame when reimagining the higher education student.', Newcastle, Australia (2019)
Burke PJ, Lumb M, McCleod J, 'Panel: Theorising new questions on gender, subjectivity and emotions', Melbourne, Australia (2018)
|Show 8 more conferences|
Creative Work (1 outputs)
|2013||Lumb M, Hope, Newcastle (2013)|
Grants and Funding
|Number of grants||4|
Click on a grant title below to expand the full details for that specific grant.
20191 grants / $114,627
Funding body: Department of Education
|Funding body||Department of Education|
|Project Team||Professor Penny Jane Burke, Professor Peter Howley, Professor Andrew Brown, Doctor Matthew Bunn, Doctor Matt Lumb, Ms Belinda Munn, Dr William Locke|
|Scheme||Higher Education Participation and Partnerships Programme|
|Type Of Funding||C2110 - Aust Commonwealth - Own Purpose|
20173 grants / $114,139
Evaluation for Equity$101,320
Funding body: Anonymous
|Project Team||Professor Penny Jane Burke, Doctor Matt Lumb, Doctor Rhyall Gordon, Mrs Selina Darney, Mr David Pearson|
|Scheme||Research and Scholarship Support|
|Type Of Funding||C3300 – Aust Philanthropy|
P-Tech Think Tank$9,091
Funding body: IBM Australia and New Zealand
Educational futures: exploring emerging educational models in regional NSW and their impact upon student engagement and access to higher education$3,728
Funding body: University of Newcastle
April 15, 2019
May 16, 2014
Dr Matt Lumb
Centre of Excellence for Equity in Higher Education
Centre of Excellence for Equity in Higher Ed
College of Human and Social Futures