Greg Vass

Dr Greg Vass

Associate Professor

School of Education

Faculty of Arts, Business, Law and Economics

Greg is a settler Australian living and working on unceded Kaurna land. Greg is a sociologist of education at The University of Adelaide whose research focuses on the cultural politics of knowledge production and schooling with emphasis on culturally responsive and sustaining orientations to schooling that raise the socio-political consciousness of teachers and learners. He is currently one of the lead CI's for a research project entitled the Culturally Nourishing Schooling (CNS) project. Greg is Associate Editor for the journals Critical Studies in Education and Race, Ethnicity and Education.

  • Journals
    Year Citation
    2024 Lowe, K., Weuffen, S., Woods, A., Burgess, C., & Vass, G. (2024). Conceptualising culturally nourishing pedagogies for professional learning in Australian schooling. Australian Educational Researcher, 20 pages.
    DOI
    2024 Lowe, K., Thompson, K., Vass, G., & Grice, C. (2024). Transforming schooling practices for First Nations learners: culturally nourishing schooling in conversation with the theory of practice architectures. International Journal of Qualitative Studies in Education, 37(8), 2236-2250.
    DOI
    2024 Amazan, R., Wood, J., Lowe, K., & Vass, G. (2024). Pathways to progress?–collective conscientisation and progressive school reform in Aboriginal education. Critical Studies in Education, 65(3), 312-328.
    DOI Scopus2
    2024 Vass, G., Coombs, D., Woods, A., & Lowe, K. (2024). Educators engaged in curriculum work: Encounters with relationally responsive curriculum practices. Curriculum Journal, 35(1), 91-107.
    DOI
    2023 Vass, G., & Heffernan, A. (2023). Punk and education research: ‘Don’t want to be taught to be no fool’. Research in Education, 115(1), 3-10.
    DOI Scopus1
    2023 Vass, G. (2023). Punk teacher education: Finding ways to interrupt the harmful effects of teacher accountabilities. Research in Education, 115(1), 29-46.
    DOI Scopus1
    2022 Park, E. K., Vass, G., & Davison, C. (2022). Korean Bibimbap mothers' family language policies (FLPs) for their children's bilingualism in Australia. Australian Review of Applied Linguistics, 45(3), 272-298.
    DOI Scopus7
    2022 Vass, G., & Hogarth, M. (2022). Can we keep up with the aspirations of Indigenous education?. Critical Studies in Education, 63(1), 1-14.
    DOI Scopus4
    2021 Bishop, M., & Vass, G. (2021). Talking about culturally responsive approaches to education: Teacher professional learning, Indigenous learners and the politics of schooling. Australian Journal of Indigenous Education, 50(2), 340-347.
    DOI Scopus11
    2021 Lowe, K., Skrebneva, I., Burgess, C., Harrison, N., & Vass, G. (2021). Towards an Australian model of culturally nourishing schooling. Journal of Curriculum Studies, 53(4), 467-481.
    DOI Scopus26
    2021 Bishop, M., Vass, G., & Thompson, K. (2021). Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom. Pedagogy, Culture and Society, 29(2), 193-211.
    DOI Scopus50
    2021 Moodie, N., Vass, G., & Lowe, K. (2021). Special issue editorial: systematic reviews in Indigenous education. Asia-Pacific Journal of Teacher Education, 49(1), 1-4.
    DOI Scopus5
    2021 Moodie, N., Vass, G., & Lowe, K. (2021). The Aboriginal voices project: findings and reflections. Asia-Pacific Journal of Teacher Education, 49(1), 5-19.
    DOI Scopus16
    2020 Luan, X., Eacott, S., & Vass, G. (2020). Supplementary no more: a relational analysis of supplementary education in China. Journal of Educational Administration and History, 52(4), 373-384.
    DOI Scopus1
    2019 Burgess, C., Tennent, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2019). A systematic review of pedagogies that support, engage and improve the educational outcomes of Aboriginal students. Australian Educational Researcher, 46(2), 297-318.
    DOI Scopus27
    2019 Vass, G., Lowe, K., Burgess, C., Harrison, N., & Moodie, N. (2019). The possibilities and practicalities of professional learning in support of Indigenous student experiences in schooling: A systematic review. Australian Educational Researcher, 46(2), 341-361.
    DOI Scopus17
    2019 Vass, G., Lowe, K., Burgess, C., Harrison, N., & Moodie, N. (2019). Correction to: The possibilities and practicalities of professional learning in support of Indigenous student experiences in schooling: A systematic review (The Australian Educational Researcher, (2019), 46, 2, (341-361), 10.1007/s13384-019-00313-7). Australian Educational Researcher, 46(2), 363-364.
    DOI
    2019 Harrison, N., Tennent, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2019). Curriculum and learning in Aboriginal and Torres Strait Islander education: A systematic review. Australian Educational Researcher, 46(2), 233-251.
    DOI Scopus21
    2019 Lowe, K., Tennent, C., Guenther, J., Harrison, N., Burgess, C., Moodie, N., & Vass, G. (2019). Correction to: ‘Aboriginal Voices’: An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education (The Australian Educational Researcher, (2019), 46, 2, (213-229), 10.1007/s13384-019-00307-5). Australian Educational Researcher, 46(2), 231-232.
    DOI Scopus1
    2019 Lowe, K., Tennent, C., Guenther, J., Harrison, N., Burgess, C., Moodie, N., & Vass, G. (2019). ‘Aboriginal Voices’: An overview of the methodology applied in the systematic review of recent research across ten key areas of Australian Indigenous education. Australian Educational Researcher, 46(2), 213-229.
    DOI Scopus22
    2019 Lowe, K., Harrison, N., Tennent, C., Guenther, J., Vass, G., & Moodie, N. (2019). Factors affecting the development of school and Indigenous community engagement: A systematic review. Australian Educational Researcher, 46(2), 253-271.
    DOI Scopus45
    2019 Guenther, J., Lowe, K., Burgess, C., Vass, G., & Moodie, N. (2019). Factors contributing to educational outcomes for First Nations students from remote communities: A systematic review. Australian Educational Researcher, 46(2), 319-340.
    DOI Scopus35
    2019 Schulz, S., Vass, G., Moodie, N., & Kennedy, T. (2019). Critical race and whiteness studies: What has been, what might be. CRITICAL RACE AND WHITENESS STUDIES, 7 pages.
    2018 Vass, G. (2018). 'Aboriginal learning style' and culturally responsive schooling: Entangled, Entangling, and the possibilities of getting disentangled. Australian Journal of Teacher Education, 43(8), 89-104.
    DOI Scopus13
    2017 Vass, G. (2017). Preparing for Culturally Responsive Schooling: Initial Teacher Educators Into the Fray. Journal of Teacher Education, 68(5), 451-462.
    DOI Scopus53
    2017 Vass, G. (2017). Getting inside the insider researcher: does race-symmetry help or hinder research?. International Journal of Research and Method in Education, 40(2), 137-153.
    DOI Scopus17
    2016 Vass, G., & Gottschall, K. (2016). Social justice and race critical education research. Critical Studies in Education, 57(3), 411-419.
    DOI
    2016 Vass, G. (2016). Everyday race-making pedagogies in the classroom. British Journal of Sociology of Education, 37(3), 371-388.
    DOI Scopus10
    2016 Vass, G. (2016). Shunted across the tracks? Autoethnography, education research, and my whiteness. Whiteness and Education, 1(2), 83-93.
    DOI Scopus2
    2015 Vass, G. (2015). Putting critical race theory to work in Australian education research: ‘we are with the garden hose here’. Australian Educational Researcher, 42(3), 371-394.
    DOI Scopus30
    2014 Vass, G. (2014). The racialised educational landscape in Australia: Listening to the whispering elephant. Race Ethnicity and Education, 17(2), 176-201.
    DOI Scopus27
    2013 Vass, G. (2013). Hear No Race, See No Race, Speak No Race: Teacher silence, Indigenous youth, and race talk in the classroom. SOCIAL ALTERNATIVES, 32(2), 19-24.
    2012 Vass, G. (2012). Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teachers. AUSTRALIAN JOURNAL OF INDIGENOUS EDUCATION, 41(2), 240-243.
    DOI
    2012 Lingard, B., Creagh, S., & Vass, G. (2012). Education policy as numbers: Data categories and two Australian cases of misrecognition. Journal of Education Policy, 27(3), 315-333.
    DOI Scopus104
    2012 Vass, G. (2012). 'So, what is wrong with indigenous education?' Perspective, position and power beyond a deficit discourse. Australian Journal of Indigenous Education, 41(2), 85-96.
    DOI Scopus70
    2011 Vass, G. (2011). Seven seasons in Aurukun: my unforgettable time at a remote Aboriginal school. DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION, 32(1), 161-164.
    DOI
    2011 Vass, G. (2011). Educational equality, 2nd edition. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 58(4), 417-419.
    DOI
    - Park, E. K., Vass, G., & Davison, C. (n.d.). Korean <i>Bibimbap</i> mothers' family language policies (FLPs) for their children's bilingualism in Australia. AUSTRALIAN REVIEW OF APPLIED LINGUISTICS, 28 pages.
    DOI

  • Books
    Year Citation
    2018 Stanley, P., & Vass, G. (Eds.) (2018). QUESTIONS OF CULTURE IN AUTOETHNOGRAPHY. Routledge.
    DOI Scopus13
    2017 Vass, G., Maxwell, J., Rudolph, S., & Gulson, K. N. (2017). The Relationality of Race in Education Research. G. Vass, J. Maxwell, S. Rudolph, & K. N. Gulson (Eds.), Routledge.
    DOI Scopus1
    - Vass, G., & Hogarth, M. (n.d.). Critical Studies and the International Field of Indigenous Education Research. Routledge.
    DOI

  • Book Chapters
    Year Citation
    2024 Kruger, C., & Vass, G. (2024). Indigenous knowledges and learners. In Teaching Middle Years (pp. 36-49). Routledge.
    DOI
    2023 Vass, G., Lowe, K., Burgess, C., Harrison, N., & Moodie, N. (2023). Professional Learning and Teacher Identity in Indigenous Education. In Assessing the Evidence in Indigenous Education Research (pp. 103-123). Springer International Publishing.
    DOI
    2023 Harrison, N., Tennent, C., Burgess, C., Vass, G., Guenther, J., Lowe, K., & Moodie, N. (2023). Knowing in Being: An Understanding of Indigenous Knowledge in Its Relationship to Reality Through Enacted Curriculum. In Assessing the Evidence in Indigenous Education Research (pp. 125-139). Springer International Publishing.
    DOI
    2023 Vass, G., & Hogarth, M. (2023). Introduction: can we keep up with the aspirations of Indigenous education?. In Critical Studies and the International Field of Indigenous Education Research (pp. 1-14). Routledge.
    DOI
    2023 Guenther, J., Lowe, K., Burgess, C., Vass, G., & Moodie, N. (2023). Making a Difference in Educational Outcomes for Remote First Nations Students. In Assessing the Evidence in Indigenous Education Research (pp. 229-244). Springer International Publishing.
    DOI
    2023 Lowe, K., Tennent, C., Burgess, C., Moodie, N., Vass, G., & Guenther, J. (2023). Developing a Systematic Methodology to Explore Research in Indigenous Education. In Assessing the Evidence in Indigenous Education Research (pp. 19-39). Springer International Publishing.
    DOI
    2023 Moodie, N., Burgess, C., Lowe, K., & Vass, G. (2023). The Aboriginal Voices Project: What Matters, and Who Counts, in Indigenous Education. In Assessing the Evidence in Indigenous Education Research (pp. 1-18). Springer International Publishing.
    DOI
    2023 Lowe, K., Harrison, N., Tennent, C., Guenther, J., Vass, G., & Moodie, N. (2023). Improving School Engagement with Indigenous Communities. In Assessing the Evidence in Indigenous Education Research (pp. 83-102). Springer International Publishing.
    DOI
    2018 Stanley, P., & Vass, G. (2018). ON THE DIFFICULTIES OF WRITING ABOUT CULTURE IN AUTOETHNOGRAPHY. In Questions of Culture in Autoethnography (pp. 1-12). Routledge.
    DOI Scopus1
    2018 Vass, G., Bishop, M., Thompson, K., Beller, P., Murray, C., Tovey, J., & Ryan, M. (2018). WHOSE STORY IS IT ANYWAY?: Reflecting on a collaborative research project with/in an educational community. In Questions of Culture in Autoethnography (pp. 167-181). Routledge.
    DOI Scopus1
    2017 Vass, G. (2017). White microaffirmations in the classroom: Encounters with everyday race-making. In The Relationality of Race in Education Research (pp. 72-84).
    DOI Scopus3
    2017 Vass, G. (2017). White microaffirmations in the classroom. In The Relationality of Race in Education Research (pp. 72-84). Routledge.
    DOI
    2015 Vass, G. (2015). Derrida: The 'impossibility' of deconstructing educational policy enactment. In K. N. Gulson, M. Clarke, & E. B. Petersen (Eds.), Education Policy and Contemporary Theory: Implications for Research (pp. 52-62). Routledge.
    DOI
    2013 Lingard, B., Creagh, S., & Vass, G. (2013). Education policy as numbers: Data categories and two Australian cases of misrecognition. In Politics, Policies and Pedagogies in Education: The Selected Works of Bob Lingard (pp. 51-67). Routledge.
    DOI
    2012 Lingard, B., Vass, G., & Mackinlay, E. (2012). Reimagining Lines of Flight in Schooling for Indigenous Students in Australia. In Culture, Education, and Community (pp. 125-146). Palgrave Macmillan US.
    DOI
  • Position: Associate Professor
  • Phone: 83134378
  • Email: greg.vass@adelaide.edu.au
  • Campus: North Terrace
  • Building: 10 Pulteney Street - Nexus 10 Tower, floor Eighth Floor
  • Room: 822
  • Org Unit: School of Education
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