Joel Windle

Teaching Strengths

TESOL
Applied Linguistics
Sociology of Education
Literacy Studies
Equity

APrf Joel Windle

Enterprise Fellow

School of Education

College of Education, Behavioural and Social Sciences

Joel Windle's research and teaching focuses on cultural and linguistic diversity, and in particular how community-based literacies can make curricula more inclusive. Joel is currently leading an international study on innovative teaching practices involving partners from Brazilian and North American Universities, as well as community-based organisations and school educational authorities.
His research has received support from the Australian Research Council, Brazilian National Council for Scientific and Technological Development, and the State Research Foundation of Rio de Janeiro. Publications include Making Sense of School Choice (awarded the Raewyn Connell Prize for Best First Book in Australian Sociology and the Stephen Crook Prize for Best Book in Australian Sociology) and The Dynamics of Language and Inequality in Education. Details of publications can be found here: https://unisa-au.academia.edu/JoelWindle.
Joel is a qualified secondary teacher of English as a Second Language and French, having taught in Australian and French schools before working in higher education, including ten years in Latin American universities and school-based teacher education projects.

2019-2021 Windle (CI), Pereira, Madeiros, Lagares, Teixeira, Luchesi, Bagno, Daher, Savedra. Multilingualism, linguistic rights and social inequality (Internationalization Project, CAPES, Brazil)

2019-2023 Windle (CI), Transnational contacts in the periphery: building new forms of citizen participation (CNPq, Brazil) (partnership with University of Texas, Middlebury College, University of Missouri, Federal University of Bahia, Federal University of Santa Caterina, Federal University of Minas Gerais, Federal University of Espírito Santo)

2019-2022 Windle (CI), Transnational contacts, new literacies and citizenship (FAPERJ, Brazil) (in partnership with Rio on Watch and the Cultural Occupation Movement of the Complexo do Viradouro favela)

2018-2020 Windle (CI), Silva, Silva Souza, Muniz, Zaidan, Maia, Transnationalism in the periphery: meaning-making within global flows (CNPq, Brazil)

Year Citation
2025 Magoi, H., Gemoh, C., Chapman, D., Hypolite, E., Angok, S., Baak, M., & Windle, J. (2025). Building Community Amidst the Institutional Whiteness of Graduate Study: Black Joy and Maroon Moves in an Academic Marronage. Australian Journal Of Social Issues, online, 1-11.
DOI
2025 Windle, J., Maughan, L., & Smith, L. (2025). Citizenship education for democracy: Implications for Australian educators and school leaders. The Australian Educational Leader, 47(3), 30-35.
2025 Windle, J. (2025). Struggles for justice in education through the lens of educational citizenship. Australian Educational Researcher, online(4), 1-16.
DOI Scopus1 WoS1
2024 Rudolph, S., Mayes, E., Molla, T., Chiew, S., Windle, J., & Rizvi, F. (2024). What's the use of educational research? Six stories reflecting on research use with communities. Australian Educational Researcher, 51(5), 2277-2300.
DOI Scopus5 WoS2
2024 Windle, J. A., & Fensham, P. J. (2024). Connecting rights and inequality in education: openings for change. Australian Educational Researcher, 51(1), 89-101.
DOI Scopus7 WoS3
2024 Maher, K., Rigney, L. I., King, M., Garrett, R., Windle, J., Memon, N., . . . Hattam, R. (2024). Curriculum, democracy and pedagogies for justice: a collective futures dialogue. Curriculum Perspectives, 44(2), 105-119.
DOI Scopus6
2024 Rabello, C. R. L., de Sousa, S. M., Windle, J. A., & Mor, W. M. (2024). Multilearning, literacies, AI and issues of digital society: interview with professor Walkyria Monte Mor (usp). Cadernos De Letras Da Uff, 35(69), 19-42.
DOI
2024 Windle, J., Comber, B., Baak, M., Calle Diaz, L., Chapman, D., Jorge, M., . . . Trigos Carrillo, L. (2024). Exploring global literacies: playful provocations for connecting, resisting, and inspiring social action. Cadernos De Letras Da Uff, 35(69), 161-187.
DOI
2023 Windle, J., & Possas, L. A. (2023). Translanguaging and educational inequality in the global south: stance-taking amongst Brazilian teachers of english. Applied Linguistics, 44(2), 312-327.
DOI Scopus11 WoS5
2023 Windle, J. (2023). Rescaling the new sociology of education. Curriculum Perspectives, 43(2), 199-202.
DOI Scopus1
2023 Windle, J., Heugh, K., French, M., Armitage, J., & Chang, L. C. (2023). Reciprocal multilingual awareness for linguistic citizenship. Language Awareness, 32(4), 582-599.
DOI Scopus6 WoS3
2023 de Oliveira Maia, J., Windle, J. A., & Dos Santos Jorge, M. L. (2023). Transperiferias: uma proposta para pesquisas socialmente engajadas. Revista Brasileira de Linguistica Aplicada, 23(3, article no. e44084), 1-5.
DOI
2023 Windle, J., & Jorge, M. (2023). Repensando direitos e desigualdades nos Estudos da Linguagem. Gragoatá, 28(60), 1-6.
DOI
2023 Windle, J., & de Araujo Rosa, J. (2023). Navigating critical language education at the crossroads of neonationalism and neoliberalism: the role of border talk. TESOL Quarterly, 57(3), 752-774.
DOI Scopus4 WoS2
2023 Windle, J., Heugh, K., French, M., Armitage, J., & dos Santos, G. N. (2023). Southern multilingual moves in education: agency, citizenship, and reciprocity. Critical Inquiry in Language Studies, 20(3), 279-297.
DOI Scopus11
2023 Windle, J., & Moita Lopes, L. P. (2023). Rescaling the global borderlands: transperipheral projections from 'the heart of the Amazon'. Language in Society, 52(1), 129-149.
DOI Scopus1 WoS1
2022 Windle, J. A., & Fonseca Afonso, É. (2022). Building anti-racist education through spaces of border thinking. Critical Studies in Education, 63(5), 606-621.
DOI Scopus4 WoS2
2022 Windle, J. (2022). School segregation in Rio de Janeiro: geographical, racial and historical dimensions of a centre-periphery dynamic. Comparative Education, 58(1), 91-105.
DOI Scopus9
2022 Maire, Q., & Windle, J. (2022). The contribution of the International Baccalaureate Diploma to educational inequalities: reinventing historical logics of curriculum stratification in a comprehensive system. Educational Review, 74(1), 76-92.
DOI Scopus20
2021 Dos Santos, G. N., & Windle, J. (2021). The nexus of race and class in ELT: from interaction orders to orders of being. Applied Linguistics, 42(3), 473-491.
DOI Scopus25
2021 Nascimento, G., & Windle, J. (2021). The unmarked whiteness of Brazilian linguistics: from black-as-theme to black-as-life. Journal of Linguistic Anthropology, 31(2), 283-286.
DOI Scopus8
2021 Spratt, R., Anuar, A., Windle, J., & McCormick, A. (2021). Special issue editorial: The Festival of OCIES 2020. International Education Journal, 20(2), 1-4.
2021 Spratt, R., Anuar, A., Windle, J., & McCormick, A. (2021). CELEBRATING AND CULTIVATING COMMUNITY AND COLLABORATION. International Education Journal, 20(2).
2020 Windle, J. (2020). Recontextualising race, politics and inequality in transnational knowledge circulation: biographical resignifications. Research in Comparative and International Education, 15(3), 291-304.
DOI Scopus9
2020 Windle, J., Souza, A. L. S., Nascimento e Silva, D. D., Zaidan, J. M., Maia, J. D. O., Muniz, K., & Lorenso, S. (2020). Towards a transperipheral paradigm: an agenda for socially engaged research. Trabalhos em Linguistica Aplicada, 59(2), 1577-1589.
2019 Windle, J., & Batista, S. (2019). The global circulation of literacy policy: phonics, inequality and neo- conservative political movements. Revista Brasileira de Linguistica Aplicada, 19(2), 385-406.
DOI Scopus5
2019 Windle, J., & Miller, J. (2019). Scaffolding second language literacy: a model for students with interrupted schooling. European Journal of Applied Linguistics and TEFL, 8(1), 39-59.
Scopus5
2019 Windle, J. (2019). Neoliberalism, imperialism and conservatism: tangled logics of educational inequality in the global South. Discourse, 40(2), 191-202.
DOI Scopus25
2019 Windle, J., & Maire, Q. (2019). Beyond the global city: a comparative analysis of cosmopolitanism in middle-class educational strategies in Australia and Brazil. Discourse, 40(5), 717-733.
DOI Scopus9
2019 Turner, M., & Windle, J. (2019). Exploring the positioning of teacher expertise in TESOL-related curriculum standards. TESOL Quarterly, 53(4), 939-959.
DOI Scopus8
2019 Windle, J., & O'Brien, S. (2019). Language, education and transnationalism: an introduction. Trabalhos em Linguística Aplicada, 58(1), 1-10.
DOI
2019 Windle, J., & Ferreira, B. B. P. (2019). Plurilingual social networks and the creation of hybrid cultural spaces. Trabalhos em Linguística Aplicada, 58(1), 139-157.
DOI
2018 Windle, J. (2018). A formação do professor de línguas em uma perspectiva de educação intercultural cidadã. Trabalhos em Linguística Aplicada, 57(2), 975-992.
DOI
2018 Windle, J. A., & Muniz, K. (2018). Constructions of race in Brazil: resistance and resignification in teacher education. International Studies in Sociology of Education, 27(2-3), 307-323.
DOI Scopus6
2017 Windle, J. (2017). Hidden features in global knowledge production: (re)positioning theory and practice in academic writing. Revista Brasileira de Linguistica Aplicada, 17(2), 355-378.
DOI Scopus11
2017 Al deen, T. J., & Windle, J. (2017). 'I feel sometimes I am a bad mother': the affective dimension of immigrant mothers' involvement in their children's schooling. Journal of Sociology, 53(1), 110-126.
DOI Scopus30
2017 Windle, J. (2017). The public positioning of refugees in the quasi-education market: linking mediascapes and social geographies of schooling. International Journal of Inclusive Education, 21(11), 1128-1141.
DOI Scopus10
2017 Windle, J. A. (2017). Social identity and language ideology: challenging hegemonic visions of English in Brazil. Gragoata, 22(42), 370-392.
DOI
2015 Al deen, T. J., & Windle, J. (2015). The involvement of migrant mothers in their children's education: cultural capital and transnational class processes. International Studies in Sociology of Education, 25(4), 278-295.
DOI Scopus23
2014 Windle, J. A. (2014). Digital literacy, cosmopolitanism and the subaltern. Polifonia, 21(29), 198-214.
2014 Windle, J., & Nogueira, M. A. (2014). The role of internationalisation in the schooling of Brazilian elites: distinctions between two class fractions. British Journal of Sociology of Education, 36(1), 174-192.
DOI Scopus37
2014 Windle, J. (2014). The rise of school choice in education funding reform: an analysis of two policy moments. Educational Policy, 28(2), 306-324.
DOI Scopus18
2014 Miller, J., Windle, J. A., & Yazdanpanah, L. K. (2014). Planning lessons for refugee-background students: challenges and strategies. International Journal of Pedagogies and Learning, 9(1), 38-48.
DOI Scopus15
2013 Windle, J., & Stratton, G. (2013). Equity for sale: ethical consumption in a school-choice regime. Discourse: Studies in the Cultural Politics of Education, 34(2), 202-213.
DOI Scopus28
2013 Windle, J. A. (2013). Transnational zones of contact and critical literacy: educational uses of the immigration museum. Interdisciplinar: Revista de Estudos em Lingua e Literatura, 19(1), 53-70.
2012 Papasotiriou, M., & Windle, J. (2012). The social experience of physically disabled Australian university students. Disability & Society, 27(7), 935-947.
DOI Scopus25
2012 Windle, J., & Miller, J. (2012). Approaches to teaching low literacy refugee-background students. Australian Journal of Language and Literacy, 35(3), 317-333.
DOI Scopus51
2012 Rowe, E. E., & Windle, J. (2012). The Australian middle class and education: a small-scale study of the school choice experience as framed by 'My School' within inner city families. Critical Studies in Education, 53(2), 137-151.
DOI Scopus48
2011 Windle, J. (2011). From academia to media: staging the public career of critical literacy. Australian Educational Researcher, 38(3), 311-327.
DOI Scopus5
2010 Miller, J., & Windle, J. (2010). Second language literacy: putting high needs ESL learners in the frame. English in Australia, 45(3), 31-40.
Scopus26
2010 Windle, J. (2010). 'Anyone can make it, but there can only be one winner': modelling neoliberal learning and work on reality television. Critical Studies in Education, 51(3), 251-263.
DOI Scopus22
2010 Hickey Moody, A., Savage, G. C., & Windle, J. (2010). Pedagogy writ large: public, popular and cultural pedagogies in motion. Critical Studies in Education, 51(3), 227-236.
DOI Scopus58
2009 Windle, J. (2009). The limits of school choice: some implications for accountability of selective practices and positional competition in Australian education. Critical Studies in Education, 50(3), 231-246.
DOI Scopus56
2009 Windle, J. (2009). 'Soft' and 'hard' landings: the experience of school under contrasting institutional arrangements in Australia and France. International Journal on Multicultural Societies, 11(2), 174-194.
2008 Windle, J. (2008). The racialisation of African youth in Australia. Social Identities, 14(5), 553-566.
DOI Scopus138
2008 Windle, J. (2008). The management and legitimisation of educational inequalities in Australia: some implications for school experience. International Studies in Sociology of Education, 18(3-4), 157-171.
DOI Scopus8
2008 Windle, J. (2008). In remembrance of things past? Strategies of public pedagogy for urban "renovation". Review of Education, Pedagogy, and Cultural Studies, 30(5), 377-398.
DOI Scopus3
2004 Windle, J. (2004). Schooling, symbolism and social power: The Hijab in Republican France. Australian Educational Researcher, 31(1), 95-112.
DOI Scopus14
2004 Windle, J. (2004). The ethnic (dis)advantage debate revisited: Turkish background students in australia. Journal of Intercultural Studies, 25(3), 271-286.
DOI Scopus23

Year Citation
2025 Windle, J., & Fonseca, E. (2025). Building anti-racist education through Spaces of border thinking. In R. Lund, J. Blackmore, & J. Rowlands (Eds.), Source details - Title: Epistemic Injustice: Governing Research Practice Within Academic Knowledge Production (pp. 72-87). UK: Routledge.
DOI
2025 French, M., Windle, J., & Bleby, D. (2025). Bringing reciprocal multilingual awareness to Australian language(s) education. In M. Turner, & W. Green (Eds.), Source details - Title: Multilingualism as Opportunity: An Integrated Perspective on English and Languages Education in Australia (pp. 167-180). UK: Routledge.
DOI Scopus1
2024 Windle, J. (2024). Framing language in contact zones: a commentary on Vietnamese as an expression of globalisation(s). In L. -H. Phan, & D. Windle (Eds.), Source details - Title: Vietnamese Language, Education and Change In and Outside Vietnam. Global Vietnam: Across Time, Space and Community. (pp. 295-299). Singapore: Springer.
DOI
2024 Windle, J., & Sellar, S. (2024). Boundary work as an interpretative framework for understanding time poverty: contestations over legitimacy and identity in teachers' work. In G. Thompson, & A. Hogan (Eds.), Source details - Title: Teaching and Time Poverty: Understanding Workload and Work Intensification in Schools (pp. 146-159). UK: Routledge.
DOI Scopus4
2024 Windle, J. (2024). School segregatioin in Rio de Janeiro: geographical, racial and historical dimensions of a centre-periphery dynamic. In L. B. Perry, E. Rowe, & C. Lubienski (Eds.), Source details - Title: Comparative Perspectives on School Segregation (pp. 91-105). US: Taylor and Francis.
2024 Windle, J. (2024). Foreword - Language Identity, Learning, and Teaching in Costa Rica. In L. Barrantes-Elizondo, & C. Olivares-Garita (Eds.), Source details - Title: Language Identity, Learning, and Teaching in Costa Rica. New York: Routledge.
2024 Windle, J., & Nascimento, G. (2024). From symbolic domination to the coloniality of power: contributions to the study of educational inequalities. In G. Stahl (Ed.), Source details - Title: The Bloomsbury Handbook of Bourdieu and Educational Research (pp. 74-85). UK: Bloomsbury Academic.
DOI
2024 Windle, J., & Nascimento, G. (2024). From linguistic resistance to re-existence : Pretuguês as an anti-racist perspective on language. In F. Ndhlovu, & S. J. Ndlovu-Gatsheni (Eds.), Source details - Title: Language and decolonisation : an interdisciplinary approach (pp. 257-270). UK: Taylor and Francis.
DOI Scopus2
2023 Costa, I., Windle, J., Sanchez Mendes, L., Savedra, M., Seilva Esteves, P., & Dela Silva, S. (2023). Apresentação. In J. Windle, & M. Guimaraes-Savedra (Eds.), Source details - Title: História, política e contato linguístico (pp. 7-9). Brazil: Fluminense Federal University.
2023 Windle, J., Pereira, T., & Lorenso, S. (2023). Linguagem, identidade e diversidade. In J. Windle, & M. Guimaraes-Savedra (Eds.), Source details - Title: História, política e contato linguístico (pp. 52-85). Brazil: Fluminense Federal University.
2023 Windle, J., & Savedra, M. (2023). Introdução. In J. Windle, & M. Guimaraes-Savedra (Eds.), Source details - Title: História, política e contato linguístico (pp. 10-13). Brazil: Fluminense Federal University.
2023 Windle, J. (2023). 'Middle-class' educational strategies and right-wing politics in Australia: from conflict to consensus?. In A. Grimson, M. Gudzardi, & S. Merenson (Eds.), Source details - Title: Middle Class Identities and Social Crisis: Cultural and Political Perspectives on the Global Rebellion (pp. 212-225). UK: Routledge.
DOI
2022 Windle, J. (2022). Transperipheral paradigm. In C. Landulfo, & D. Matos (Eds.), Source details - Title: Suleando conceitos em linguagens: decolonialidades e epistemologias outras (pp. 291-298). Brazil: Pontes Editores.
2022 Nascimento, G., & Windle, J. (2022). A (des)racialização de pesquisadores como estratégia de luta: rumo a uma linguística aplicada antirracista. In G. C. Melo, & D. M. Jesus (Eds.), Source details - Title: Linguística aplicada, raça e interseccionalidade na contemporaneidade / Applied linguistics, race and intersectionality today (Vol. 1, pp. 231-256). Portugal: Mórula editorial.
2022 Windle, J. (2022). The education system and social class: a shifting relationship. In B. Gobby, & R. Walker (Eds.), Source details - Title: Powers of Curriculum (2 ed., pp. 184-209). UK: Oxford University Press.
2021 Windle, J. (2021). Identidade e subjetividade no ensino de língua inglesa. In E. Mattos (Ed.), Source details - Title: Percursos Acadêmicos e Debates Interinstitucionais (pp. 553-555). Brazil: Tribo da Ilha Editora.
2020 Windle, J. (2020). Human rights as a performative context for transnationalism: working with difference in Brazilian teacher education. In O. Z. Barnawi, & A. Ahmed (Eds.), Source details - Title: TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects (pp. 225-237). UK: Routledge.
2020 Windle, J., & Morgan, B. (2020). Remix nationalism and critical language education. In K. McIntosh (Ed.), Source details - Title: Applied Linguistics and Language Teaching in the Neo-Nationalist Era (pp. 267-294). Switzerland: Palgrave Macmillan.
DOI Scopus4
2020 Windle, J., & Muniz, K. (2020). Navigating soft and hard boundaries: race and educational inequality at the Borderlands. In J. A. Windle, D. Jesus, & L. Bartlett (Eds.), Source details - Title: The Dynamics of Language and Inequality in Education: Social and Symbolic Boundaries in the Global South (pp. 24-43). UK: Multilingual Matters.
DOI Scopus2
2020 Windle, J. A., De Jesus, D., & Bartlett, L. (2020). Introduction: The Dynamics of Language and Inequality. In Dynamics of Language and Inequality in Education Social and Symbolic Boundaries in the Global South (pp. xi-xvii).
Scopus6
2019 Windle, J. A., & Nogueira, M. D. O. E. (2019). "Eu não dei conta de continuar": itinerários escolares de jovens de camadas populares da Região dos Inconfidentes. In R. Coutrim, M. Nogueira, & M. A. Torres (Eds.), Source details - Title: Entre diferentes mundos: jovens, sociabilidade e educação (pp. 81-100). Brazil: Fino Traco.
2018 Windle, J. (2018). The education system and SES: mapping disadvantage. In B. Gobby, & R. Walker (Eds.), Source details - Title: Powers of Curriculum: Sociological Perspectives on Education (pp. 169-194). Australia: Oxford University Press.
2018 Al Deen, T. J., & Windle, J. (2018). Challenges in conceptualising educational inequalities in the context of migration: working with western and Islamic conceptions of motherhood. In R. Chowdhury, & L. K. Yazdanpanah (Eds.), Source details - Title: Identity, Equity and Social Justice in Asia Pacific Education (pp. 10-26). Australia: Monash University Publishing.
2017 Windle, J. A. (2017). The burdens of marketized schooling in Australia: cherry picking, poaching, and gaming the curriculum. In N. Ndimande, B. S. BS, & C. Lubienski (Eds.), Source details - Title: Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons (pp. 161-174). UK: Routledge.
DOI Scopus2
2016 Windle, J. (2016). Poverty, illiteracy and shame on the Brazilian screen: lessons from Dona Irene. In M. Readman (Ed.), Source details - Title: Teaching and Learning on Screen: Mediated Pedagogies (pp. 219-235). UK: Palgrave Macmillan.
DOI
2015 Windle, J. (2015). The education of refugee-background students in Australian schools. In M. Crock (Ed.), Source details - Title: Creating New Futures: Settling Children and Youth from Refugee Backgrounds (pp. 213-225). Australia: Federation Press.
2013 Windle, J., & Miller, J. (2013). Marginal integration: the reception of refugee-background students in Australian schools. In L. Bartlett, & A. Ghaffar-Kucher (Eds.), Source details - Title: Refugees Immigrants and Education in the Global South: Lives in Motion (pp. 196-210). US: Routledge.
DOI Scopus11
2011 Windle, J. (2011). What knowledge for understanding? Addressing ignorance of Islam in Australian schools. In E. Coleman, & K. White (Eds.), Source details - Title: Religious Tolerance, Education and the Curriculum (pp. 67-83). The Netherlands: SensePublishers.
DOI Scopus3
2009 Ata, A. W., & Windle, J. (2009). The role of Australian schools in educating students about Islam and Muslims: a national survey. In A. Ata (Ed.), Source details - Title: Us and Them: Muslim - Christian Relations and Cultural Harmony in Australia (pp. 81-97). Australia: Australian Academic Press.
2009 Windle, J. (2009). Influences on the written expression of bilingual students: teacher beliefs and cultural dissonance. In J. Miller, A. Kostogriz, & M. Gearon (Eds.), Source details - Title: Culturally and linguistically diverse classrooms: new dilemmas for teachers (pp. 92-109). UK: Multilingual Matters.
Scopus7

  • Promoting wellbeing through school-based anti-racism initiatives, The Trustee for The Montebello Foundation, 01/07/2024 - 31/12/2025

  • Culturally responsive interventions to justice-involved African-Australians: research evaluation, SA Dept of Human Services, 02/12/2024 - 31/08/2025

  • Rapid Response Evidence Review – Civics and Citizenship, Department for Education, 14/04/2025 - 14/07/2025

Courses I teach

  • EDUC 5033 Research Methods and Issues in Education (2025)
  • EDUC 5033 Research Methods and Issues in Education (2024)

Date Role Research Topic Program Degree Type Student Load Student Name
2023 Co-Supervisor Investigating the recognition and valuing of Aboriginal students' cultures, knowledges, and linguistic repertoires in school programs  - Doctorate Part Time Mrs Sarada Surampudi
2023 Co-Supervisor 110880 - Enhancing belonging for African diaspora youth in Australian schools - Doctorate Full Time Mr Edmund Hypolite
2023 Co-Supervisor (Re)thinking Cultural Safety and Belonging for Afro-diasporans inAustralian Schools - Doctorate Part Time Mr Casianus Gemoh
2023 Co-Supervisor A critique of language and literacy policy, planning and implementation in Australian remote education. - Doctorate Part Time Louise Wiles
2023 Co-Supervisor Understanding early school leaving among Afro diaspora youth - Doctorate Full Time Ms Hellen Magoi
2023 Principal Supervisor How do Brazilian families seek to cultivate Brazilian Portuguese through the new generation in Australia? - Master Part Time Andrea Hughes
2023 Principal Supervisor 110000A - Southern Multilingualisms, Knowledges, and Decolonising Education - Doctorate Full Time Ms Silvia Quattrini
2023 Principal Supervisor Building and Sustaining LGBTIQA+ Inclusion in South Australian Secondary Catholic Education - Doctorate Part Time Mrs Ebony Braidwood
2022 Principal Supervisor Towards critical global literacies: building social participation and citizenship in a superdiverse world - Doctorate Full Time Mrs Lyn Sherise Rowberry

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