Mr 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 and contradictions of community based and not-for-profit organisations in terms of the spectrum from service to development. I was privileged to work with a diversity of experienced practitioners across this spectrum 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 as an outreach practitioner and am currently enrolled in a PhD with the Centre of Excellence for Equity in Higher Education, investigating the concealed impacts of outreach connections. I have an interest in the ways sophisticated participatory methodologies have the potential to make evaluative processes more productive, and to deliver nuanced and contextualised understandings of the underlying dynamics that produce program impact.
- community development
- critical pedagogy
- educational access
- educational participation
- international development
- social inequalities
- social justice
- sociology of education
- widening participation
Fields of Research
|160801||Applied Sociology, Program Evaluation and Social Impact Assessment||25|
|160809||Sociology of Education||50|
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (2 outputs)
|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 (4 outputs)
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)
Bennett A, Lumb M, 'Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education', Policy Futures in Education, (2019)
© The Author(s) 2019. In this paper we discuss recent policy attempts (in 2017) to introduce new frameworks for Australian higher education access and equity programs. These inclu... [more]
© The Author(s) 2019. In this paper we discuss recent policy attempts (in 2017) to introduce new frameworks for Australian higher education access and equity programs. These include introducing fees and a tendering process for access or ¿enabling¿ programs, as they are called in Australia, and an evaluation framework based on an evidence hierarchy for widening participation or ¿equity¿ programs. We illuminate how those policymaking attempts contradict the conditions required for equity-oriented programs because they misrecognise the experiences of the participants. We argue that different conceptual approaches to provision and evaluation are required for practitioners, providers and policymakers to shape future policy together (Heimans and Singh, 2018) so that enabling and equity programs can be understood in ways that value the knowledges and experiences of the participants involved (Sayer, 2011). Our aim is to contribute to work that disrupts the positioning of ¿objective¿ policy evaluation frameworks vs ¿subjective¿ practices because this decontextualises (Burke and Lumb, 2018) and oversimplifies (Tesar, 2016a), and may serve paradoxically to reduce the programs¿ impacts.
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 1 more journal article|
Conference (9 outputs)
Burke PJ, Lumb M, McCleod J, 'Panel: Theorising new questions on gender, subjectivity and emotions', Melbourne, Australia (2018)
Lumb M, Burke PJ, 'Being, Framed: ¿legitimate¿ aspirations and mis/re/cognition in the sociological Ames room', Being, Framed: ¿legitimate¿ aspirations and mis/re/cognition in the sociological Ames room, Cape Town, South Africa (2018)
Lumb M, Burke PJ, 'Discursive framing, legitimate aspirations, and the sociological Ames Room', Discursive framing, legitimate aspirations, and the sociological Ames Room, Sydney, Australia (2018)
|Show 6 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 / $113,996
Funding body: Department of Education
|Funding body||Department of Education|
|Project Team||Professor Penny Jane Burke, Associate Professor Peter Howley, Professor Andrew Brown, Doctor Matthew Bunn, Mr 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 / $94,139
Funding body: Anonymous
|Project Team||Professor Penny Jane Burke, Mr Matt Lumb, Mr Rhyall Gordon, Mrs Selina Darney, Mr David Pearson|
|Scheme||Research and Scholarship Support|
|Type Of Funding||C3120 - 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
Mr Matt Lumb
Centre of Excellence for Equity in Higher Education
Centre of Excellence for Equity in Higher Ed.