Deputy Director, Centre for Educational Research
Associate Professor Jorge Knijnik is the Deputy Director of the Centre for Educational Research in the School of Education and a researcher in the Institute for Culture and Society. A/P Knijnik is an inaugural committee member of Women in Football Australia, a national association whose mission is to support gender equity within the Australian sports context. His task in this board is to create a research philosophy among all sport participants - communities, NGOs, players, industry and football bodies – thus endorsing an ethos of evidence-based decision making in the arena of sports, education and gender equity.
A/P Knijnik has wide understanding of industry partnerships that promote practical research endeavours. His current research develops procedures that offer clear evidence to industry and governments on where to focus their expenditures to increase youth wellbeing and educational outcomes. He played a leading role in an academia/industry/government network that examined psychological and social topics associated to communal fitness programs delivered to middle-aged men by the state government in Sao Paulo (Brazil).
A/P Jorge Knijnik has a high level of accomplishments in promoting pioneering and relevant theoretic and practical approaches to the intersections of educational results, gender equity, social cohesion, social activism and sports participation, going back to his PhD dissertation which looked at gender diversity and human rights within the Brazilian sports realm. Jorge has a rich know-how - demonstrated by domestic and global accolades - in developing and assessing pedagogical transformative hands-on experiences within super-diverse environments, that respect each participant’s complex mix of identities including gender, physical capacities, philosophies and cultural practices, towards positive educational, community and health results.
Jorge has a verified capability to produce research with communities that have an actual impact on community members. The results of his action-research that saw the win of civic society against the developers who sought to build a shopping mall in one of Rio de Janeiro's most iconic heritage areas during the 2007 Pan-American Games were described in a Q1 journal paper that has been cited over 100 times worldwide. Jorge’s research findings have impacted international public policies, such as the UN WOMEN 2014 report “Envisioning women’s rights in the post-2015 context” and the 2014 UNICEF report on social inclusion, sport and youth vulnerability. A/P Knijnik is the leader of the ‘Gender in sports community’ of the Sports Virtual Centre, the world’s largest online sports-research community for Portuguese and Spanish speakers.
- Doctor of Social Psychology, 2006, University of São Paulo, Brazil
- Master of Physical Education, 2001, University of São Paulo, Brazil
- Teacher's Certificate and Bachelor (Honours) of Physical Education, 1991, University of São Paulo
- Positive youth development health and well being promotion programs
- Gender equity in sports and education
- Sport, globalisation and society
- Critical pedagogy
- Sports, media and fandom
Selected Awards and Recognition
- 2018: AU$ 17,403 from the Economic and Social Research Council (UK): Project Ritual, Community and Conflict [via University of Oxford]
- 2018:AU$ 10,000 (with Ryan Storr) from Victorian Cricket Association: Project Developing LGBT+ Inclusive Supporter Groups in the Big Bash Cricket League
- 2014: Office for Learning and Teaching Australian Award for University Teaching: Citation for Outstanding Contributions to Student Learning
- 2014: UWS Vice-Chancellor's Professional Development Scholarship
- 2013: UWS Vice-Chancellor's Learning and Teaching Award for "Excellence in Teaching"
- 2012: UWS Citation for Outstanding Contributions to Student Learning
- 2009: Building the Gender Equality – Awarded by the Brazilian Research Council, Brazilian Ministry of Education and United Nations Entity for Gender Equality and the Empowerment of Women
Knijnik, J 2018, The World Cup chronicles - 31 days that rocked Brazil (opens in a new window), Fair Play Publishing, Balgowlah Heights.
Knijnik, J 2018, 'Social agency and football fandom: the cultural pedagogies of the Western Sydney ultras' (opens in a new window), Sport in Society: Culture, Commerce, Politics, vol.21, no. 6, pp. 946-959.
Knijnik, J 2018, 'Imagining a multicultural community in an everyday football carnival: chants, identity and social resistance on Western Sydney terraces' (opens in a new window), International Review for the Sociology of Sport, vol. 53, no. 4, pp. 471-89.
Knijnik, J & Spaaij, R 2017, 'No harmony: football fandom and everyday multiculturalism in Western Sydney' (opens in a new window), Journal of Intercultural Studies, vol.38, no.1, pp. 36-53.
Knijnik, J, Hunter, J & Vozzo, L 2017, 'Aboriginal football in Australia: race relations and the socio-historical meanings of the 2014 Borroloola Tour to the Brazil World Cup' (opens in a new window), The International Journal of the History of Sport, DOI: 10.1080/09523367.2017.1332046.
Knijnik, J 2015, 'Femininities and masculinities in Brazilian women's football: resistance and compliance' (opens in a new window), Journal of International Women's Studies, vol. 16, no. 3, pp. 54-70.
Knijnik, J 2013, 'Visions of gender justice: "untested feasibility" on the football fields of Brazil' (opens in a new window), Journal of Sport and Social Issues, vol. 37, pp. 8-30.
Knijnik, J, Horton, P & Cruz, L 2013, 'Rhizomatic bodies, gendered waves: transitional femininities in Brazilian surf', in B Wheaton (ed.), The consumption and representation of lifestyle sports, Routledge, Oxon.
Curi, M, Knijnik, J & Mascarenhas, G 2011, 'The Pan-American Games in Rio de Janeiro 2007: consequences of a sport mega event on a BRIC country', International Review for the Sociology of Sport (opens in a new window), vol. 46, no. 2, pp. 140-156.
Knijnik, J & Tavares, O 2012, 'Educating Copacabana: a critical analysis of the "second half", an Olympic education program of Rio 2016' (opens in a new window), Educational Review, vol. 64, no. 3, pp. 353-368.
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