Book Chapters

2019 - 2020

Albright, J., Gore, J., Smith, M. & Holmes, K. (2019). Operationalizing Bourdieu for the study of student aspirations: Conceptual and methodological challenges. In G. Stahl, D. Wallace, C. Burke & S. Threadgold (Eds.), International Perspectives on Theorizing Aspirations: Applying Bourdieu's Tools (pp. 83-97). London, UK: Bloomsbury.

Attard, C., Calder, N., Holmes, K., Larkin, K. & Trenholm, S. (2020). Teaching and Learning Mathematics with Digital Technologies. In Way, J., Attard, C., Anderson, J., Bobis, J., McMaster, H. & Cartwright, K. (Eds.), Research in Mathematics Education in Australasia 2016-2019. Springer Nature.

Attard, C., Grootenboer, P., Attard, E., & Laird, A. (2020). Affect and Engagement in STEM Education. In STEM Education Across the Learning Continuum (pp. 195-212). Springer, Singapore.

Birrell, C.& Gray, T., (2020).  Gender Issues in Outdoor and Environmental Education, In: Peters, M. (Eds). The Encyclopedia of Teacher Education. Singapore,Springer. DOI

Cole, D. R. (2020). Learning to think in the Anthropocene: What can Deleuze-Guattari teach us? In K. Maiti & S. Chakraborty (Eds.), Global Perspectives on Eco-Aesthetic and Eco-Ethics: A Green Critique (pp. 31-46).

Dudley, D. A., Van Bergen, P., McMaugh, A. L. & Mackenzie, E. (2019). The role of social media in developing young people's health literacy. In V. A. Goodyear & K. M. Armour (Eds.), Young People, Social Media and Health (pp. 147-161). Retrieved from

Dudley, D. A., Van Bergen, P., McMaugh, A. L., & Mackenzie, E. (2019). The role of social media in developing young people's health literacy. In V. A. Goodyear & K. M. Armour (Eds.), Young People, Social Media and Health (pp. 147-161). (Routledge studies in physical education and youth sport). Abingdon, Oxon; New York, NY: Routledge, Taylor and Francis Group. Retrieved from

D'warte, J. (2019). Explorations of place, communication and conflict: Navigating local and global contexts in culturally and linguistically diverse classrooms. In P. Collins, V. Igreja, & P. A. Danaher (Eds.), The Nexus among Place, Conflict and Communication in a Globalising World (pp. 57-78). Singapore: Palgrave MacMillan.

D'warte, J.(2019). Exploring, thinking, and learning about languages and literacies with young people in super-diverse Australian classrooms. In I. M. Garcia-Sanchez & M. F. Orellana (Eds.), Language and Cultural Practices in Communities and Schools: Bridging Learning for Students from Non-Dominant Groups (pp. 213-230).

Ferfolja, T., & Ullman, J. (2020). Parent perceptions of GSD-related content inclusions in school education : voices from Australia. In J. I. Kjaran & H. Sauntson (Eds.), Schools as Queer Transformative Spaces: Global Narratives on Sexualities and Gender (pp. 191-206). Retrieved from

Ferfolja T. (2019). Young LGBTQ teachers: Work and sexual citizenship in contradictory times. In P. Aggleton, R. Cover, D. Leahy, D. Marshall & M-L Rasmussen (Eds.), Youth, Sexuality and Sexual Citizenship (pp. 203-216). U.K.: Routledge.

Ferretti M. & Knijnik J. (2019). A luta não pode parar : gênero, sexualidade e a subversão corporal das atletas de esportes de combate in Educação Física, Esporte e Queer: Sexualidades em MovimentoBrazil, pp 105-125.

Ferretti, M. & Knijnik, J. (2019). A luta não pode parar: gênero, sexualidade e a subversão corporal das atletas de esportes de combate in Educação Física, Esporte e Queer: Sexualidades em Movimento (pp. 105-125). Brazil: Editora e Livraria Appris. [The fight cannot stop: gender, sexuality and body subversion among women combat sports athletes]

Gannon, S. (2020, in press) Autoethnography in Education. In M. Ward & S. Delamont (Eds.) Handbook of Qualitative Research in Education (2nd Edn). Elgar. (Ch 28)

Gannon, S. (2019). Temporalities, pedagogies and gender-based violence education in Australian schools. In C. A. Taylor, C. Amade-Escot, & A. Abbas (Eds.), Gender in Learning and Teaching: Feminist Dialogues Across International Boundaries (pp. 99-113). London: Routledge. Retrieved from

Gannon, S. & Gonick, M. (2019). Collective Biography as a feminist methodology. In G. Crimmins (Ed.). Strategies for Resisting Sexism in the Academy (pp. 207-224). Springer.

Holmes K. (2020) Mathematics Education in the Computational Age: Challenges and Opportunities. In: Bailey D. et al. (Eds.) From Analysis to Visualization. JBCC 2017. Springer Proceedings in Mathematics & Statistics, Vol 313. Springer, Cham

Jacobs, R. (2019). Bill & Ted's assessable adventure: a frame analysis of assessment representations in popular culture through Bill & Ted's Excellent Adventure. In D. Conrad & M. Prendergast (Eds.), Teachers and Teaching on Stage and on Screen: Dramatic Depictions (pp. 148-157).

Knijnik, J. (2020). Cavalgando no arco-íris : masculinidades fluidas no adestramento brasileiro. In I. Wenetz, P. Athayde, & L. Lara (Eds.), Gênero e sexualidade no esporte e na educação física (pp. 107-122).

Knijnik, J. D. (2020). Las Matildas, nuestro equipo nacional. In N. Hijós, V. Moreira, & R. Soto-Lagos (Eds.), Los Días del Mundial: Miradas Críticas y Globales Sobre Francia 2019 (pp. 28-29).

Knijnik, J. (2019). Com as mãos nuas: teatro, boxe e masculinidades no século XIX. [With bare knuckles: box, drama and masculinities in the 19th century].  In Marco Bettine & Gustavo Luiz Gutierrez (eds).  Esporte e sociedade: um olhar a partir da globalização. São Paulo: IEA-USP, (pp. 185-202).

Montgomery, M., Parada, R. H. & Dobia, B. (2020). Pedagogy and ACEs: A teacher’s action-learning journey in mitigating the impact of trauma through changing teaching practice. In R. M. Reardon & J. Leonard (Eds.) Alleviating the Educational Impact of Adverse Childhood Experiences: School-University-Community Collaboration. Charlotte, NC: Information Age Publishing

Naidoo, L. (2019). Refugee background students and teacher education. In M. Peters (Ed.), Encyclopedia of Teacher Education (pp. 1-5).

Nketsia, W. (2019). Inclusive education policy and practice in Ghana: Air castle or realistic goal? in S. Pather, & R. Slee (Eds.). Challenging Inclusive Education Policy and Practice in Africa (pp. 69-86). Netherlands: Brill.

Sawyer, W. (2019). Growth through English and The Uses of English: Literature, knowledge and experience. In A. Goodwyn, C. Durrant, W. Sawyer, L. Scherff and D. Zancanella (Eds.), The Future of English Teaching Worldwide: Celebrating 50 years from the Dartmouth Conference (pp. 27-41). UK: Routledge.

Sawyer, W. and Durrant, C. (2019). Dartmouth and Personal Growth in Australia: The New South Wales and Western Australian curricula of the 1970s. In A. Goodwyn, C. Durrant, W. Sawyer, L. Scherff and D. Zancanella (Eds.), The Future of English Teaching Worldwide: Celebrating 50 years from the Dartmouth Conference (pp. 65-8041). UK: Routledge.

Sawyer, W., & Munns, G. (2019). Alternative messages of hope: Pedagogies, consensus and a fairer go. In S. Chitpin & J. P. Portelli (Eds.), Confronting Educational Policy in Neoliberal Times: International Perspectives (pp. 145-160). New York: Routledge. Retrieved from

Singh, M. (2020). Migration and decolonising doctoral education through knowledge translation: post-monolingual research, human mobility, and encounters with intellectual cultures. In V. Anderson & H. Johnson (Eds.), Migration, Education and Translation: Cross-Disciplinary Perspectives on Human Mobility and Cultural Encounters in Education Settings (pp. 13-28).

Somerville, M. (2020). Interview. In C. Diaz-Diaz, & P. Semenec (Eds.), Posthumanist and New Materialist Methodologies: Research After the Child (1st ed., pp. 145-155). (Children: Global Posthumanist Perspectives and Materialist Theories). Singapore Singapore: Springer.

Somerville, M., McGavock, T., & Stephenson, K. (2020). Becoming bird: creative pedagogies for future-making education? In P. Burnard & L. Colucci-Gray (Eds.), Why Science and Art Creativities Matter: (Re-)Configuring STEAM for Future-making Education (pp. 35-51).

Somerville, M. (2019). Posthuman theory and practice in early years learning. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. Barratt Hacking (Eds.), Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research (pp. 1-25). Springer.

Somerville, M. & Powell S. (2019). Researching with children of the Anthropocene: A new paradigm? In V. Reyes, J. Charteris, A. Nye & S. Mavropoulou (Eds.), Educational Research in the Age of Anthropocene (pp. 14-35). Hershey. PA: IGI Global.

Tan, L., & Ali, J. (2019). Investigating TPACK as professional knowledge for Australian literacy teachers. In R. Hobbs & P. Mihailidis (Eds.), International Encyclopedia of Media Literacy (pp. 1-12).

Tracey, D. K., Merom, D., Morin, A. J., & Maiano, C. (2020). Examining academic self-concepts and the big-fish-little-pond effect in relation to inclusive and segregated classroom environments for students with mild intellectual disabilities. In A. J. Martin, R. A. Sperling, & K. J. Newton (Eds.), Handbook of Educational Psychology and Students with Special Needs (pp. 584-601).

Ullman, J. (2019). Sexuality and sexualization in youth (Australia). In L. Perry & K. Tilleczek (Eds.), Bloomsbury Education and Childhood Studies (pp. 1-4).

Woodrow, C., & Staples, K. (2019). Relational approaches to supporting transitions into school: Families and early childhood educators working together in regional Chile. In M. Hedegaard & A. Edwards (Eds.), Supporting difficult transitions: Children, young people and their carers (pp. 131-152). London, UK: Bloomsbury Academic.

Zammit, K. (2019). Pedagogy, curriculum and assessment: Multimodal practices that engage students with and in learning. In H. de Silva Joyce & H. Feez (Eds.), Multimodality Across Classrooms: Learning About and Through Different Modalities (pp. 49-65). New York: Routledge.

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