Rosemary Du Plessis has long term interests in gender, family, work and embodiment. She has edited two collections of feminist writing and contributed to a variety of studies relating to women's paid and unpaid work. Between 2003 and 2005 she led the Constructive Conversations/ Korero Whakaaetanga research programme which focused on genetic testing and biobanking. This multi-disciplinary, multi-sited research programme explored the social, cultural, ethical and spiritual implications of new health biotechnologies. Her involvement in research relating to public participation in debates about new technologies is a component of a long term interest in citizenship, inclusion and the development of public policy. She was a member of the New Zealand National Commission for UNESCO 2004-9. During 2009 and 2010 she worked part-time for the Ministry for Culture and Heritage as Theme Editor for 'Social Connections' - a set of entries Te Ara: the Encyclopedia of New Zealand. These entries include information about families, community organisations, religion, health and crime as well as inequalities associated with ethnicity, gender and class. After the 2010/2011 Canterbury earthquake sequence, she became involved in research with the National Council of Women on women's experiences of the Canterbury quakes - Women's Voices - Nga Reo o Nga Wahine. Outputs from this research (oral history interviews, interview summaries and reports) are available on UC CEISMIC.
- Heng L., Quinlivan K. and du Plessis R. (2022) Deconstructing initial teacher education: a critical approach. International Journal of Inclusive Education 26(6): 609-621. http://dx.doi.org/10.1080/13603116.2019.1708982.
- Vidwans M. and Du Plessis RA. (2020) Crafting careers in accounting: redefining gendered selves. Pacific Accounting Review 32(1): 32-53. http://dx.doi.org/10.1108/PAR-03-2019-0027.
- Du Plessis RA., Sutherland J., Gordon L. and Gibson H. (2019) ‘The confidence to know I can survive’: Resilience and recovery in post-quake Christchurch. In Bouterey S; Marceau LE (Ed.), Crisis and Disaster in Japan and New Zealand: Actors, Victims and Ramifications: 121-142. Singapore: Palgrave Macmillan. http://dx.doi.org/10.1007/978-981-13-0244-2_8.
- Heng L., Quinlivan K. and du Plessis R. (2019) Exploring the creation of a new initial teacher education (ITE) programme underpinned by inclusion. International Journal of Inclusive Education 23(10): 1017-1031. http://dx.doi.org/10.1080/13603116.2019.1625454.
- Heng L., Quinlivan KA. and Du Plessis R. (2018) ‘Working the Space’ towards the Vision of Inclusion from One Initial Teacher (ITE) Education Programme in Aotearoa, New Zealand.. In Best M; Corcoran T; Slee R (Ed.), Who’s in? Who’s out? What to do about inclusive education: 47-58. Rotterdam: Brill | Sense. http://dx.doi.org/10.1163/9789004391000_008.