Dr Greg Vass
Associate Professor
School of Education
College of Education, Behavioural and Social Sciences
Eligible to supervise Masters and PhD - email supervisor to discuss availability.
Greg is a settler Australian living and working on unceded Kaurna land. Greg is a sociologist of education at Adelaide University, his research is focused on the cultural politics of knowledge production and schooling. Greg’s research is informed by culturally responsive and sustaining approaches to education, with the aim to support 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 Race, Ethnicity and Education.
| Year | Citation |
|---|---|
| 2026 | Woods, A., Lowe, K., Vass, G., & Burns, E. (2026). Curriculum justice: Redistributing, recognition and representation through the inclusion of Indigenous ways of knowing in a national curriculum. Curriculum Journal, 37(1), 25-42. Scopus2 WoS2 |
| 2026 | Werda, M., Vass, G., Ronksley-Pavia, M., & Kruger, C. (2026). A methodological journey: amplifying the voices of Indigenous students in gifted education programs through Yarning, Dadirri and Ganma using participatory action research. Australian Educational Researcher, 53(1). |
| 2026 | Burns, E. C., Plummer, L., Vass, G., Lowe, K., Duff, S. M., & Woods, A. (2026). Which resources support teachers to embed Indigenous perspectives? A convergent mixed methods analysis. Australian Educational Researcher, 53(1), 26-1-26-32. Scopus2 WoS1 |
| 2026 | Vass, G., Lowe, K., Woods, A., & Burns, E. C. (2026). Settler (il)literacy in and from the Australian curriculum. Race, Ethnicity and Education, 29(5), 1-22. |
| 2026 | Vass, G., Lowe, K., Golledge, C., & Woods, A. (2026). The culturally nourishing schooling project and indigenous resurgence: the possible and the promise for indigenous education. Journal of Education Policy, 19 pages. |
| 2025 | Golledge, C., Amazan, R., Durksen, T. L., Lowe, K., & Vass, G. (2025). Transforming practices in aboriginal education through teachers’ professional learning conversations. Teaching and Teacher Education, 155, 104900. Scopus7 WoS6 |
| 2025 | Bostwick, K. C. P., Martin, A. J., Lowe, K., Vass, G., Woods, A., & Durksen, T. L. (2025). A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students. Teaching and Teacher Education, 161, 12 pages. Scopus7 WoS5 |
| 2025 | Arnott, C., Harrison, N., Vass, G., Woods, A., & Lowe, K. (2025). Exclusion of curriculum justice from the 2021 review of the Australian curriculum: powerful knowledge remains unquestioned. Journal of Curriculum Studies, 1-21. Scopus2 WoS2 |
| 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), 15 pages. Scopus6 WoS4 |
| 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. Scopus9 WoS8 |
| 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. Scopus10 WoS8 |
| 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, 52(1), 20 pages. Scopus5 WoS5 |
| 2024 | Thompson, K., Lowe, K., Vass, G., & Woods, A. (2024). “Sometimes perception will suffice”: Indigenous Knowledges and the Australian Curriculum. Curriculum Inquiry, 54(4), 377-399. Scopus4 WoS4 |
| 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. Scopus3 WoS4 |
| 2023 | Vass, G. (2023). Punk teacher education: Finding ways to interrupt the harmful effects of teacher accountabilities. Research in Education, 115(1), 29-46. Scopus2 |
| 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. Scopus13 WoS9 |
| 2022 | Vass, G., & Hogarth, M. (2022). Can we keep up with the aspirations of Indigenous education?. Critical Studies in Education, 63(1), 1-14. Scopus6 WoS7 |
| 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. Scopus28 WoS17 |
| 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. Scopus6 WoS6 |
| 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. Scopus31 WoS29 |
| 2020 | Lowe, K., Skrebneva, I., Burgess, C., Harrison, N., & Vass, G. (2020). Towards an Australian model of culturally nourishing schooling. Journal of Curriculum Studies, 53(4), 467-481. Scopus61 WoS43 |
| 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. Scopus1 WoS1 |
| 2019 | Bishop, M., Vass, G., & Thompson, K. (2019). Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom. Pedagogy, Culture and Society, 29(2), 193-211. Scopus95 WoS79 |
| 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. Scopus47 WoS42 |
| 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. Scopus26 WoS22 |
| 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. |
| 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. Scopus31 WoS20 |
| 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. 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. Scopus34 WoS30 |
| 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. Scopus75 WoS62 |
| 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. Scopus46 WoS36 |
| 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. Scopus17 WoS7 |
| 2017 | Vass, G. (2017). Preparing for Culturally Responsive Schooling: Initial Teacher Educators Into the Fray. Journal of Teacher Education, 68(5), 451-462. Scopus65 WoS57 |
| 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. Scopus22 WoS17 |
| 2016 | Vass, G. (2016). Shunted across the tracks? Autoethnography, education research, and my whiteness. Whiteness and Education, 1(2), 83-93. Scopus2 |
| 2016 | Vass, G., & Gottschall, K. (2016). Social justice and race critical education research. Critical Studies in Education, 57(3), 411-419. |
| 2016 | Vass, G. (2016). Everyday race-making pedagogies in the classroom. British Journal of Sociology of Education, 37(3), 371-388. Scopus11 WoS9 |
| 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. Scopus39 WoS30 |
| 2014 | Vass, G. (2014). The racialised educational landscape in Australia: Listening to the whispering elephant. Race Ethnicity and Education, 17(2), 176-201. Scopus37 WoS28 |
| 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. WoS4 |
| 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. Scopus89 WoS72 |
| 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. Scopus122 WoS111 |
| 2012 | Vass, G. (2012). Teaching Aboriginal Studies: A Practical Resource for Primary and Secondary Teachers. AUSTRALIAN JOURNAL OF INDIGENOUS EDUCATION, 41(2), 240-243. |
| 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. |
| 2011 | Vass, G. (2011). Educational equality, 2nd edition. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, 58(4), 417-419. |
| - | Park, E. K., Vass, G., & Davison, C. (2021). Korean <i>Bibimbap</i> mothers' family language policies (FLPs) for their children's bilingualism in Australia. AUSTRALIAN REVIEW OF APPLIED LINGUISTICS, 28 pages. |
| - | Vass, G., & Lowe, K. (2026). Australia and the urgent need to establish Culturally Nourishing Schooling practices. Journal of the International Society for Teacher Education, 29(2), 138-150. |
| Year | Citation |
|---|---|
| 2018 | Stanley, P., & Vass, G. (Eds.) (2018). QUESTIONS OF CULTURE IN AUTOETHNOGRAPHY. Routledge. DOI Scopus17 |
| 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 Scopus2 |
| - | Vass, G., & Hogarth, M. (2023). Critical Studies and the International Field of Indigenous Education Research. Routledge. DOI |
| Year | Citation |
|---|---|
| 2024 | Kruger, C., & Vass, G. (2024). Indigenous knowledges and learners. In D. Pendergast, K. Main, & N. Bahr (Eds.), Teaching Middle Years (pp. 36-49). Routledge. DOI Scopus3 |
| 2023 | Vass, G., Lowe, K., Burgess, C., Harrison, N., & Moodie, N. (2023). Professional Learning and Teacher Identity in Indigenous Education. In N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), 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 N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), 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 N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), 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 N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), 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 N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), 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 N. Moodie, K. Lowe, R. Dixon, & K. Trimmer (Eds.), 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 Relationality of Race in Education Research (pp. 72-84). DOI Scopus4 |
| 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 J. M. Lavia, & S. Mahlomaholo (Eds.), CULTURE, EDUCATION, AND COMMUNITY: EXPRESSIONS OF THE POSTCOLONIAL IMAGINATION (pp. 125-146). PALGRAVE. DOI |
| Date | Role | Research Topic | Program | Degree Type | Student Load | Student Name |
|---|---|---|---|---|---|---|
| 2026 | Principal Supervisor | Improving the learning experiences of Indigenous students through the exploration of pedagogical practices and the Cultural Nourishing Schooling Project | Master of Research | Master | Full Time | Ms Barb Fox |
| 2024 | Co-Supervisor | Working Relationally with First Nations and Low SES Students to Co-Produce Alternative Schooling that Works: Culturally Responsive Pedagogy and Autoethnography. | Doctor of Philosophy | Doctorate | Part Time | Mr Kyall Forster |
| 2024 | Co-Supervisor | what is ‘good’ flexi-teaching, according to flexi-teachers? | Doctor of Philosophy | Doctorate | Part Time | Mr Kyall Forster |
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