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Educational Theory, Policy and Practice Research Hub

16 February 2024

UC's Educational Theory, Policy and Practice Research Hub provides a rigorous, supportive research environment for inquiry in educational foundations and educational policy studies. Learn more.


The Educational Theory, Policy and Practice research hub provides a rigorous, supportive research environment for inquiry in educational foundations and educational policy studies.  Academics and research students with backgrounds in philosophy of education, sociology of education, history of education, cultural studies in education, and adult/community education will find a natural home here, but the hub also welcomes scholars from other fields. 

Underlying the work of this hub is a commitment to the value of education and knowledge in transforming human lives.  Researchers in the hub see teaching and learning as ethical and political processes.  They set educational problems in their broader social, cultural and historical contexts.  They regard theory and practice as necessarily intertwined, and they take the ‘critic and conscience’ role of the university seriously in engaging educational policy.  Members of the hub undertake theoretical and empirical research in a wide range of different educational areas, and they seek to contribute positively to debates over contentious pedagogical and policy issues.

Events of Interest


  • 4pm-5:45pm Thursday October 2020, Rehua 005, UC Ilam Campus
    Kāhui Ako Across School Teachers – Seminar

    Since 2013, education policy in Aotearoa has overtly focused on cross-sector collaboration, most centrally through the progressive implementation of Kāhui Ako | Communities of Learning. Currently, some 697,000 learners and 3,364 education providers are involved, collaborating to help students achieve their full potential.

    This seminar brings together Across School Teachers (AST), staff from the Ministry, and students and academics from the University of Canterbury’s School of Educational Studies and Leadership to discuss how we can further mobilise the success of Kāhui Ako through supporting AST. Please come and join us for a session of presentations and discussion. 

  • 23 July 2020
    The Women in Critical Pedagogy: Reflecting on Uncertain Times symposium online

    With presentations from Sheila Macrine from the University of Massachusetts, United States, Inny Accioly from Fluminense Federal Universal University, Brazil, and UC PhD graduates María Carolina Nieto Ángel, Mônica Maciel Vahl and Bernadette Farrell the symposium explored critical approaches to education in times of uncertainty, from the perspective of women in the education sector.

    The presentations were based on chapters from the recently published book: Critical pedagogy in uncertain times: Hope and possibilities (2nd ed.), which was edited by Sheila L. Macrine. Nieto Ángel, Maciel Vahl and Farrell contributed a chapter to the book titled: Critical pedagogy, dialogue and tolerance: A learning to disagree framework.

    Watch the symposium online here.


  • 3pm-5pm Thursday 20 June 2019, Rehua 429, UC Ilam Campus
    The University in Brazil: Historical and Contemporary Perspectives

    Brazil experienced a period of expansion of tertiary education between 2004 and 2014. Several free-of-charge public universities were created, while many others increased the number of undergraduate courses offered. The investments also impacted postgraduate studies. For example, the number of graduate programmes in education rose from 78 in 2007 to 172 in 2016. Following the growth of tertiary education, methods of evaluation and control were developed and refined. This symposium will consider three key aspects of tertiary education in Brazil.
    • The university in Brazil: origins, development and consolidation
      Eduardo Arriada, Federal University of Pelotas
    • Postgraduate studies in Brazil: structure and current trends
      Gabriela Medeiros Nogueira, Federal University of Rio Grande
    • The Lattes platform: perspectives and pressures in adopting an integrated academic database
      Monica Maciel Vahl, University of Canterbury

This event is supported by the Educational Theory, Policy and Practice Research Hub and the School of Educational Studies and Leadership, University of Canterbury.

For further information email:

  • 3pm-4pm Tuesday 9 April 2019, Rehua 429, UC Ilam Campus
    Giving it a Go: Early Influences of the Fees-Free Policy on University Students

    Valerie Sotardi, PhD, School of Educational Studies and Leadership
    Elyse Thompson, MPH, UC Learning, Evaluation, and Academic Development
    Erik Brogt, PhD, UC Learning, Evaluation, and Academic Development
    In late 2017, the New Zealand Government introduced a finance policy in which citizens without prior tertiary experience could be eligible for one year of tertiary education without fees. The current study was conducted to examine new entrant students’ (n = 1015) self-reported influence of the Fees-Free Policy on their decision to enrol in university and whether such influence varied as a function of group characteristics. Further, the study explored relations between policy-related influence, students’ early experiences during their transition to university, and semester-to-semester retention. Our presentation considers the results of the project as well as potential benefits and concerns involving the early implementation of this educational policy on students and their families/whānau, members of the tertiary sector, and Aotearoa New Zealand community.

  • 9.00-12.00, Thursday 28 February 2019, Community Engagement Hub, Rehua Building, UC Ilam Campus
    ‘The German concept of Bildung in Education and Schooling’

    OPENING ADDRESS: The notion of Bildung and educational theory in the German context, Professor Michaela Vogt
    Bildung has been a key concept in German educational theory and its meaning has seen a long history of discussion. An equivalent translation of this term and its implications into English is challenging as varying ways of how this term is understood are closely linked to events and developments in German history. Each epoch can be characterized differently when it comes to prevailing ideas of ‘Bildung’ that were used by educational philosophers such as Hegel, Kant, Habermas or Heidegger. In recent years, the concept of Bildung has been challenged despite its long history and the many ideas linking to it. The reason being the increasing popularity of the concept of ‘competencies’ as a replacement, which creates challenges for educational theory and practice. This the challenge has its origin in international developments favouring ‘competencies,’ which has led to different approaches of how to deal with the occurring frictions in the German educational context. This presentation will provide a brief overview of the evolution of Bildung and the recent debate regarding its compatibility with the idea of competencies. Links and relevance to education in New Zealand are envisioned to be the focus of the subsequent discussion.
    • Bildung as key concept for an art of living and education - Christoph Teschers
    • “Grundlegende Bildung” as a German Phenomenon – its development and potential in primary education considered from an international comparative perspective -Michaela Vogt


  • 19th and 20th of February, Rehua 108, UC Ilam Campus 
    'Coming in Slantwise: Sexuality Education Otherwise'
    This two day symposium provides an opportunity for both emergent and established scholars and practitioners in the field of sexuality education to engage with what more sexuality education could become. Responding to contemporary issues in sexuality and gender politics, the presenters will explore what might be productive about considering alternative approaches to sexuality education which come in ‘slantwise’.

  • 5pm Tuesday 19 February 2019, Te Moana nui a Kiwa, Rehua Building, UC Ilam Campus
    Book launch: Exploring Contemporary Issues in Sexuality Education with Young People

    Author: Associate Professor Kathleen Quinlivan. This book explores contemporary issues in sexuality and relationship education for young people.
    Drawing upon rich empirical and ethnographic research undertaken with students and teachers in secondary schools, the author asks how school-based sexuality education can better equip young people to engage with contemporary social, political and cultural sexuality and relationships issues.


  • 10am-5pm Monday 29 October 2018, Wheki 103, UC Dovedale campus
    Theories in Practice Symposium

    KEYNOTE ADDRESS 10am-12 noon
    Inventive and Non-Representational Methods: Understanding Cultural Difference Through Collaboration
    Professor Anna Hickey-Moody, RMIT University, Melbourne

    In this talk I will explore some interdisciplinary connections between socially engaged arts practice, visual sociology and anthropology. With a focus on arts based research methods employed in ways that both effect and map social change, I will show how methods for understanding the social also re-make and re-shape social worlds in ways that create change. As an example, I consider the material-discursive spaces of my transnational Interfaith Childhoods research project as a way of re-making multicultural urban communities that can be fractured by differences in belief. I critically engage with collaborative arts practices that highlight the views of community and children in Sydney, Melbourne, Manchester and London. Through an excavation of my arts research workshops in 4 cities across the UK and Australia, I demonstrate how socially engaged aesthetic practices with interfaith children both generate, and create material residues of, new group subjectivities. Such a bringing together of different ethnicities and beliefs in urban environments is urgently needed to bridge social divides created in relation to, or socially framing, ideas of religion. Non representational methods are the means through which this research is undertaken and as such the example illustrates how collaborative practices of making create change.
    1pm-2.30pm Panel Presentation: Concept as Method: Knowing in Being
    Presenters: Shil Bae, Dr Shanee Barraclough, Garrick Cooper, Charles Shaw, Alison Warren, University of Canterbury
    3pm-5 pm: Body Stories: Investigations of Practice-Research
    Professor Anna Hickey-Moody RMIT University, Melbourne

    This practice-research methods workshop examines the body and embodied histories as a feminist research tool and site of praxis. Drawing on foundations of a method popularized by the phrase ‘the social turn’ in arts practice, to describe socially engaged art that is collaborative, participatory and involves people as the medium or material, Anna Hickey-Moody will examine the philosophical framing of practice research and will invite you to prepare to undertake your own practice research experiment. Participants are asked to bring a question about knowledges their body holds, or their teaching practice, that can be explored through practical work. They are also asked to come along wearing comfortable clothes, and bringing water, as the learning laboratory will draw on movement practice and visual methods of collaboration.

  • 9th August
    From Critical to Post-Critical Ethnography: Qualitative Research Practice in Time and Space 
    George W. Noblit, Canterbury Fellow

    Following Bourdieu, I take qualitative research to be a field of social practice. It is bounded, rife with the dynamics of power and status, and both agentic and reproductive. Those who write about the various approaches to qualitative research acknowledge this but in the process end up reifying the field of messy social practice into an institutionalized form: Qualitative Research Methods. In this seminar, I want to explore one corner of the messy social practice, critical and post-critical ethnography, hopefully de-reifying as I go. In this de-reification, knowledge/power (with some apologies to Foucault) is at play; progress is problematic; history is multiple and non-linear; and qualitative researchers struggle to make sense of their own practice—as they practice—and as they struggle with the shifting sands of selfhood. We can make dramas of the modernity’s crash of positivism, the demise of critical ethnography as patriarchy, the ironical shift to post-critical positionality as post-human feminist ethnography walks away with subjectivity. Theory is essential but then method is theory as well.  Data are not what they seem, and neither are we. Criticality and injustice were supposed to be opposed but how would one make that happen? 

    George W. Noblit is the Joseph R. Neikirk Distinguished Professor of Sociology of Education at the University of North Carolina at Chapel Hill (USA) where he teaches courses on educational equity, races studies, social theory, and qualitative research methods. His most recent book (co-edited with Luis Urrieta) is Cultural Constructions of Identity (Oxford U. Press). He is also the bassist for the Blue Star Travelers (a traditional Appalachian string band) and supports his wife's small sheep farm with labor and love.
  • 19th July
    Evidence Use, and Knowledge Creation and Mobilisation in Diverse Educational Policy Contexts 
    Professor Toby Greany

    Policy makers around the world are keen to encourage the use of evidence in educational policy and practice, although the merits, practicalities and impact of doing so remain hotly contested.  Meanwhile, leaders in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on, or at least informed by, rigorous evidence. This paper draws on findings from several different studies, including a review of evidence-informed teaching for the Department of Education in England, several applied research and development (R&D) projects with schools and an umbrella review of evidence on effective continuous professional development and learning (CPDL) for teachers (see Greany and Maxwell, 2017, for details).  It summarises recent debates and developments in relation to evidence-informed policy and practice and outlines the findings and implications from the applied studies.  It argues that where leadership and the wider environment is supportive, collaborative R&D can enhance the ownership of change among participating teachers and ensure that innovations are based on evidence.  However, the challenge can be how to mobilise and embed the learning from such intensive, small-scale projects in ways which lead to wider change.  It proposes a framework for integrating R&D and CPDL which could enable evidence-informed improvement to be scaled up, impacting on all staff.  Drawing on Winch et al.’s (2015) model of teachers’ professional knowledge it argues that the proposed framework could enhance the potential for teaching to be accepted as an “evidence-informed professional endeavour”.

    Professor Toby Greany is Professor of Leadership and Innovation and Vice-Dean of Enterprise at University College London Institute of Education. Prior to his role as Vice-Dean, he was Director of the London Centre for Leadership in Learning.  He has been Director of Research and Policy at the National College for School Leadership and has worked at the Design Council, the Campaign for Learning and the UK Cabinet Office. From 2005-2006 he was Special Advisor to the Education and Skills Select Committee. He has taught in Brazil, China and the UK.  From July-August 2018, Professor Greany is a Visiting Canterbury Fellow, hosted by the School of Educational Studies and Leadership at the University of Canterbury.
  • 15th and 16th March
    State of the Art: New Directions in Sexuality Education

    This two day symposium draws on the expertise of internationally respected academics in the field of sexuality education and local youth workers to explore a range of new directions in the field. On Day One a keynote panel presentation will introduce the notion of new directions from the perspective of five presenters in relation to their own research and work, followed by a discussion. On Day Two a keynote panel presentation Sexuality Education Beyond the Classroom and Beyond Intervention: Lessons from The Beyond Bullying Project will engage with new directions in sexuality education with of the featured presenters; Professor Jessica Fields, San Francisco State University, USA and Associate Professor Jen Gilbert, York University, Toronto, Canada. A discussion will follow.

    Featuring: Professor Peter Aggleton, University of NSW, Sydney; Professor Louisa Allen University of Auckland, NZ, Associate Professor Deborah Bateson, Medical Director, Family Planning, NSW, Australia; Professor Jessica Fields, San Francisco State University, USA; Associate Professor Jen Gilbert, York University, Toronto, Canada, Professor Mary Lou Rasmussen, Australian National University, Canberra, Australia.
    With: Dr Sue Bagshaw, the Collaborative, Christchurch, Dr Garrick Cooper, University of Canterbury, Christchurch, NZ, Dr John Fenaughty, University of Auckland, NZ, Dr Katie Fitzpatrick, University of Auckland, NZ, Associate Professor Annelies Kamp, University of Canterbury, Christchurch, NZ, Ari Nicholson, Qtopia Queer Youth Group Educator, Christchurch, NZ, Associate Professor Kathleen Quinlivan, University of Canterbury, Christchurch, NZ.
    A range of follow up workshops on both days will explore the ways in which both International, Australasian and New Zealand researchers and youth workers utilise theories in practice in ways which speak to new directions in sexuality education, and in Education and the Social Sciences more broadly. Workshop participants will have opportunities to consider and experiment with the usefulness of the theories in relation to their own work


  • 10th July
    Rethinking Paulo Freire’s Legacy: Education, Politics and Ethics

    Paulo Freire is one of the most influential educationists of the 20th century. He is the author of Pedagogy of the Oppressed and many other books. This symposium considers Freire’s legacy and is an initiative of the Educational Theory, Policy and Practice Research Hub in the College of Education, Health and Human Development. The event is open to all students and staff across the university. 

    • Life and work: Paulo Freire’s journey 
      Professor Eduardo Arriada - Federal University of Pelotas, Brazil
      Professor Gabriela Medeiros Nogueira - Federal University of Rio Grande, Brazil
    • Education as a political process
      Professor Arlette Willis - University of Illinois at Urbana-Champaign, United States (through video) 
      Tea Break   
    • Students who want banking education and related challenges to problem-posing education 
      Dr Liz Jackson - University of Hong Kong
    • Personal journeys to Freire: encounters in Aotearoa - New Zealand 
      Bernadette Farrell - PhD Candidate, University of Canterbury, New Zealand
      María Carolina Nieto Ángel - PhD Candidate, University of Canterbury, New Zealand 
      Mônica Maciel Vahl - PhD Candidate, University of Canterbury, New Zealand

In addition to the symposium, there will be a display of Freire’s books at the Education Library (Te Puna Ako).

  • 3rd April
    Beyond the Banking Concept of Education: Confucius and Freire

    Associate Professor Charlene Tan, Nanyang, Technological University, Singapore 

    In this presentation, I discuss the responses of Confucius and Freire to the banking concept of education by examining their views on the aims of education, teaching and learning. I argue that both Confucius and Freire reject the banking concept of education as dehumanising and disempowering. I further explore their respective educational approaches such as Confucius’ enlightening method that serves to nurture exemplary persons (junzi), and Freire's ‘problem-posing’ method that is targeted at the emergence of consciousness and critical intervention. By highlighting the similarities and differences between the educational thought of Confucius and Freire, this presentation hopes to generate discussions and contribute to the project of bridging ‘East’ and ‘West’. 


  • Seminar: Feeling Our Way: Working with Affect in Qualitative Research, Tuesday 25 October

    • Feeling the Nation: Developing a Practice Approach to Affect and Emotion - Professor Margaret Weatherall,  University of Auckland
    • Towards Reconceptualising Sexuality Education Classroom Encounters As Affective Becomings - Associate Professor Kathleen Quinlivan, University of Canterbury
    • Messy work: Taking a Psychosocial Approach to Affect and Emotions - Dr Lois Tonkin, University of Canterbury
    • The Material/ Discursive Entanglement of Tears for Counsellors in Training - Shanee Barraclough, University of Canterbury.
  • Nationalism in Chinese Higher Education: Formation, Impact and Trends, Tuesday 30 August
    Presented by Associate Professor Jinsheng Chen, Lingnan Normal University, China
    Over the last 120 years, nationalism has been a fundamental feature of China’s higher education system. Under nationalism, the primary purpose of higher education is the development of the whole nation rather than the individual. Nationalism emphasizes modernization, civilization and social progress. In China, the government plays a key role in determining higher education aims and objectives. This seminar will examine the origins and impact of nationalism, assess the influence of the ruling party, and comment on the cultural and family traditions that shape higher education in China.
  • Aims and Ends in Education, Monday 29 August
    Keynote speaker Associate Professor John Freeman-Moir “Aims as Experience.” The conference will further feature a discussion panel and a selection of papers covering recent research that address the conference theme.
    Current developments in New Zealand, such as the update of the 1989 Education Act and the ongoing inquiry of the New Zealand Productivity Commission into ‘New models of tertiary education’, as well as international developments in many countries with a focus on impact and economic growth and the favouring of sciences over humanities in terms of funding and support, call us to revisit the question of Aims and Ends in Education.
    Discussions will wrap around these points, among others:
    • Aims within educational settings
    • Ends, aims, and educational policy development
    • How to promote ‘the best possible realization of humanity as humanity.’ What does this mean for educators and society at large?
    • The place of the humanities and social sciences in tertiary education in relation to democracy, democratic citizenship, and the responsibility of universities as ‘the critic and conscience of society’
    • The roles of early childhood, primary, secondary and tertiary education in democratic education.


  • Youth and (Dis) Engagement in Education: A critique of NEET, Youth Guarantees, and Alternative Education Contexts Seminar, Tuesday 27 October.
    This symposium explored contemporary issues of (dis)engagement for young people often marginalised within education contexts. Three inter-related spaces were examined including Alternative Education, NEET and Youth Guarantees. Through a multiplicity of perspectives including youth ‘voice’ methodology and (mis)representation, structural and institutional poverty, and policy critiques, the aim of this symposium was to provoke discussion and debate relating to these issues: 
    • Exploring young people’s experiences of disengagement through ‘talk’: “What are young people saying about their experiences of mainstream secondary schooling?” Alison McCormack
    • The youth guarantee scheme: Disengaged youth and the promise of NCEA, Dr Liz Gordon
    • The silent space of poverty and alienation: Alternative Education in New Zealand, Dr Judy Bruce.
  • SYMPOSIUM: ‘Education, Social Justice and Community Engagement’, Thursday 22 October
    KEYNOTE ADDRESS: - Critical leadership for social justice and community empowerment - Antonia Darder
    . The lecture engaged the manner in which the legacy of Paulo Freire’s work can inform significant questions of critical leadership within the politics of issues of difference and inequalities. 
    Other presentations:


    • What is the role of schooling and citizenship education? Billy O’Steen
    • Putting the uni in community: Breaking down the ivory tower and putting the campus in a politico-economic context - Ben Peterson
    • The corporate university as critic and conscience of society? Academics and the challenge of community engagement - David Small.
  • Schooling the Flesh: The Body, Pedagogy, and Inequalities, Tuesday 20 October, presented by Professor Antonia Darder, Loyola Marymount University. The lecture addressed the politics of classroom life and the relationship between the body and the social and material processes of constructing knowledge. Key principles of a ‘critical pedagogy of the body’ were elaborated through an examination of dominant ideologies, educational practices, and questions of inequality. To view this lecture click here
  • Learning from the Past, Organising for the Future - Lessons from the history of adult and community education in Aotearoa New Zealand from the 1970s to the 2010s, Tuesday 13 October, seminar by Robert Tobias, Adjunct Senior Fellow.
    This presentation reviews the history of adult and community education over the past forty or fifty years including discussion of the following: the 1970s - ‘a decade of reform’; the 1980s – ‘a decade of struggle’; the 1990s – ‘a decade of neoliberal dominance’; the early 2000s – ‘New beginnings?’ and ‘Since 2008 – Trying times’.  In concludes with a brief discussion of overall trends over the period and some possible lessons from history.
  • Equalising Educational Opportunity, with Particular Reference to Decile Funding, Friday 8 May, seminar by Professor David Mitchell. This presentation examined: (1) the relationship between SES and educational achievement, (2) disadvantages experienced by children from low SES families, (3) economic arguments for improving the educational achievement of low SES students, (4) theories of distributive justice, (5) interactions between SES, gender and ethnicity, (6) system-level accommodations, especially funding, (7) school-level accommodations, and (8) classroom –level accommodations.
  • A divided society: Education and 25 years of the New Right in New Zealand, Tuesday 14 April, seminar by Liz Gordon. 
  • Ethics, Internationalization and Global Imaginaries in Higher Education, Wednesday 4 March, lecture by Dr Vanessa de Oliveira Andreotti. 
  • 2015 PESA Conference, 5-8 December, Australian Catholic University, Melbourne, Australia.


  • AARE-NZARE 2014: Speaking back through research, 30 November – 4 December, Queensland University of Technology, Brisbane, Australia. 
  • PESA Conference: Education as Philosophies of Engagement, 22-25 November, Kingsgate Hotel, Hamilton. 
  • Public Seminar: Reflections on the Canterbury Education Renewal Strategy, 4 November 
    Speakers: Prof Gregory Lee (School of Educational Studies and Leadership, UC College of Education, Health and Human Development), Tony Simpson (Principal of Philllipstown School, Christchurch), Richard Edmundson (Principal of Hornby High School, Christchurch). 
  • After the Battison (haircut) case, will schools have to 'lawyer up' if they want to maintain any discipline? Friday 31st October
    Presenter: leading Education Law specialist, Richard Harrison. 
  • Philosophy, neuroscience and education: the importance of social class and family background, Monday 13 October
    Presenter: Associate Professor John Clark, Massey University. 
  • Philosophy, Education and Kaupapa Māori Research, Wednesday 8 October 
    Presenter: Dr Georgina Stewart, Faculty of Education, University of Auckland. 
  • Playing with the 'Posts': Using Post-structural and Post-humanist theory in Educational Research, Tuesday 7 October.
    • Dr Kathleen Quinlivan - The post-humanist methodological affordances of researching sexualities with young people in schools
    • Dr Judy Bruce - Troubling notions of truth, binaries and the rational-autonomous subject in service-learning contexts
    • Shanee Barraclough - De-centring the autonomous subject: a diffractive analysis of different beings and becomings emerging from place relations for trainee counsellors
  • Rethinking the Concept of Sexuality Education, Wednesday 17 Sept 
    Presenter: Associate Professor Louisa Allen from the University of Auckland. 
  • Partnership, Power and Education, Friday 4 July
    AUT’s South Campus, Great South Rd, Manukau, Auckland. 
  • Academic Freedom, Responsibility and Democracy: The ‘Critic and Conscience’ Role of the University A Research Roundtable, Friday 27 June. 
  • Reconfiguring Gender: Playing with feminist material possibilities in Early Childhood, Monday 23rd June
    Presenter: Professor Jayne Osgood, London Metropolitan University
    Hosted by Early Years Enquiry Research Hub.


  • Philosophy of Education Society of Australasia (PESA) conference, University of Melbourne, 6-9 December 2013.
  • Research Symposium: ‘Literature, Art and Education: A Research Symposium’, Friday 23 August, Wheki 302, College of Education, Health and Human Development.  Speakers: Associate Professor John Freeman-Moir, Maxine Dyer, Professor Peter Roberts, Dr Kathleen Quinlivan.
  • Research Roundtable: 'Intellectuals at Work: A Research Roundtable on Writing', Wednesday 24 July, Speakers: Associate Professor Missy Morton, Dr Jane Abbiss & Dr Kathleen Quinlivan, Associate Professor Billy O’Steen, John Calvert. 
  • Seminar: ‘Current Issues in Higher Education’, Friday 12 July, Royal Society Lecture Theatre, Wellington.  Keynote speakers: Professor Simon Marginson, Professor Michael Peters.
  • Seminar: ‘Making the Most of Conference Presentations’, by Dr Susan Lovett and Professor Peter Roberts, 12.00-1.00, Tuesday 18 June 2013, Wheki 205.
  • The Disability Studies in Education international conference was held at the University of Canterbury 7-9 June 2013.  The theme is ‘(Re)imagining and (Re)building Education for All’.  Keynote speakers included Professor Roger Slee, Professor Angus Macfarlane and Professor Susan Gabel.
  • Seminar: ‘Discourse and the Containment of Intellectual Disability’, by Professor Susan Gabel, 12.00 noon, Wednesday 5 June 2013, Wheki 203.
  • Seminar: ‘Intellectual Disability and Space: Critical Narratives in Education’, Professor Susan Gabel, 12.00 noon, Tuesday 28 May 2013, Wheki 203.
  • Prestige Lecture: 'Why Are We Here? Competing Conceptions of Tertiary Education' Professor Peter Roberts,


  • Philosophy of Education Society of Australasia (PESA) annual conference, National Chiayi University, Taiwan, 7-10 December 2012
  • The Australia and New Zealand Comparative and International Education Society (ANZCIES) Annual Conference will be hosted by University of Canterbury, with a postgraduate workshop on 28 November and the main conference on 29-30 November.  For further information, please contact David Small
  • New Zealand Association for Research in Education conference, Novotel and Ibis Hotels Tainui, Hamilton, 28-30 November 2012. 
  • 'Paulo Freire: The Global Legacy', a major international conference hosted by the University of Waikato, will be held at the Novotel Hamilton Tainui Hotel on the banks of the Waikato River, in central Hamilton, 26-28 November.  For further information, please visit the conference website
  • One-day Graduate conference with a focus on Global Studies in Education, University of Waikato, 24 November 2012. 
  • The 'Well-being, Good Life & Education' symposium, to be held on the 16th of October (9.00 am - 12.30 pm), will explore six different relations between human life, well-being and education. Presenters from various schools within the University of Canterbury will encourage an interdisciplinary discussion about what well-being actually is, which aspects might be important to consider, and how well-being and the art of living is relevant to education and teaching in the first place. For further information, please contact Christoph Teschers
  • The Educational Theory, Policy and Practice Research Hub hosted a Global Education Research Seminar Series during Semester 1, 2012. 


  • Professor Susan Gabel from Chapman University in Orange, California, will be visiting the College of Education, Health and Human Development as a Fulbright Specialist (Fulbright New Zealand).  Professor Gabel is internationally recognised for her work in disability studies in education.  Among other contributions, Susan will offer two seminars (sponsored by the School of Educational Studies and Leadership, and the Educational Theory, Policy and Practice Research Hub) and a keynote address at the Disability Studies in Education international conference.
  • Associate Professor Billy O’Steen is co-author of Transforming tertiary science education: Improving learning during lectures a recently published research report. This is an outcome from a $125,000 NZD Ako Aotearoa grant. The Principal Investigator was Ben Kennedy in UC Geology.


  • Missy Morton has been awarded a Canterbury Fellowship at the University of Cambridge, to be taken up in 2013.
  • Kathleen Quinlivan and Jane Abbiss: Article on their TLRI funded research project, ‘Shifting Conceptualisations of Knowledge and Learning in the Integration of the New Zealand Curriculum in Teacher Education’, in Connect-Ed, vol. 6, no. 2, July 2012, p. 2.
  • Peter Roberts is a Keynote Speaker at at the Philosophy of Education Society of Australasia conference, National Chiayi University, Taiwan, 7-10 December 2012.
  • Peter Roberts has been awarded the Herbison Lecture, to be presented at the New Zealand Association for Research in Education conference, 28-30 November 2012. 
  • Peter Roberts is a Keynote Speaker at the international conference on ‘Paulo Freire: The Global Legacy’, University of Waikato, Hamilton, 26-28 November 2012.
  • Susan Lovett is a presenter at the Griffith Institute for Educational Research 2012 International symposium on leadership, learning and change in Brisbane on the 13 -14 September 2012. Her presentations feature her work with the Teachers of Promise Project (TOPS) with Marie Cameron from the New Zealand Council for Educational Research (NZCER).  
  • Susan Lovett is a member of the research team for Griffith University in the Principals as Literacy Leaders in Indigenous Communities (PALLIC). This is a project which Susan contributes as part of her adjunct associate professor role with the Griffith Institute for Educational Research. The PALLIC project is one in which Griffith University is working with the Australian Primary Principals Association (APPA). It builds on the Principals as Literacy Leaders (PAL) Project which was a partnership of three Australian Universities. 
  • Susan Lovett: Article on her 'Teachers of Promise' research project, New Zealand Education Review, 1 February 2012.
  • Bree Loverich (PhD student supervised by Peter Roberts and Jane Abbiss): Article on her New Zealand International Student of the Year award, Connect-Ed, vol. 5, no. 3, December 2011, p. 3.
  • Veronica O'Toole: Discusses her research as a Fulbright-Cognition Scholar in 'Viewpoint', Connect-Ed, vol. 5, no. 3, December 2011, p. 4.
  • Peter Roberts: Featured in the 'Staff profile' of Connect-Ed, vol. 5, no. 3, December 2011, p.5.
  • Missy Morton:  Discusses postgraduate study in the College of Education, Health and Human Development in 'Change can bring opportunities for teachers', Connect-Ed, vol. 5, no. 3, December 2011, p. 8.
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