Stephen Kelly

Dr Stephen Kelly

Lecturer

School of Education

Faculty of Arts, Business, Law and Economics

Eligible to supervise Masters and PhD - email supervisor to discuss availability.


Dr Stephen Kelly is a lecturer in education. He completed his PhD at the Queensland University of Technology in 2015 and his thesis was titled Governing Civil Society: How literacy, education and security were brought together. This work was recently redeveloped and published by Routledge in their Research in Education series with the title, Governing literate populations: The political uses of literacy and education in securing civil society.

Dr Kelly’s research is influenced by post-structuralist approaches to education and has drawn on Foucault studies to pursue interests in the politics, policies, history and philosophy of education and the connection of these domains of thought to contemporary educational practice. He is interested in applying these sociological and philosophical approaches to research curriculum and its connection to the ontologies of diverse cultures, the subjectivities of educators and children, the work of leaders in cultivating school cultures, and arts and literacy education.

He is currently a Chief investigator in the ARC Discovery Project: Culturally Responsive Schooling (2022-2024) with
Dr Samantha Schulz: The University of Adelaide
Professor Irabinna Rigney: University of South Australia
Emeritus Professor Robert Hattam: University of South Australia
Dr Nadeem Memon: University of South Australia
Professor Michalinos Zembylas: The Open University of Cyprus

He is interested in co-supervising higher degree research students in the areas of:
• Leading curriculum for social justice and democracy
• Pedagogy for social justice and democracy
• Human precariousness and sustainable futures
• Teacher and student subjectivity
• Ontologies of diverse cultures in history and place
• Arts and literacy education

Dr Kelly has most recently worked as a lecturer in education at the University of New England. Here he taught in the areas of secondary English and literacy education.

His current teaching focus is in the areas of middle and secondary pedagogy, professional practice and research, and in literacy education.

Professional Associations:
• Australian Association for Research in Education (AARE)
• Philosophy of Education Society of Australia

Community Engagement
Sociology of Education SIG: AARE
ACRARA advisory group to the General Capabilities

My research is influenced by post-structuralist approaches to education and has drawn on Foucault studies (although not limited) to pursue interests in the politics, policies, history and philosophy of education and the connection of these domains of thought to contemporary educational practice. I am interested in applying these sociological and philosophical  approaches to research curriculum and its connection to the ontologies of diverse cultures, the subjectivities of educators and children, the work of leaders in cultivating school cultures, and arts and literacy education.
  • Journals

    Year Citation
    2022 Kelly, S., & Rigney, L. -I. (2022). Unsettling the reason of time: Indigenist epistemology and the child in the Australian curriculum. Discourse: Studies in the Cultural Politics of Education, 43(3), 1-19.
    DOI
    2021 Rigney, L. I., & Kelly, S. (2021). Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles. Discourse, 1-15.
    DOI Scopus2 WoS2
    2020 Ndhlovu, F., & Kelly, S. J. (2020). Why ecology of knowledges and multilingual habitus matter in higher degree research student training. Transmodernity, 9(5), 59-82.
    DOI Scopus2
    2017 Kelly, S. (2017). Responding to terror: recruiting a martial body of literate subjects. Critical Discourse Studies, 14(2), 188-205.
    DOI Scopus1 WoS1
    2016 Kelly, S. (2016). Securing dangerous children as literate subjects. Children Australia, 41(3), 214-223.
    DOI Scopus1
    2012 Kelly, S. (2012). Implementing the Australian Curriculum: A critical capabilities approach. Curriculum Perspectives, 32(1), 67-72.
    Scopus3
  • Books

    Year Citation
    2018 Kelly, S. (2018). Governing literate populations: The political uses of literacy in securing civil society (1st Edition ed.). London: Routledge.
    DOI Scopus1
  • Book Chapters

    Year Citation
    2022 Kelly, S. (2022). Historicizing an Epistemic Struggle between Anglo-Eurocentrism and an Indigenous Analytic within the Australian Curriculum. In W. Zhao, T. S. Popkewitz, & T. Autio (Eds.), Epistemic Colonialism and the Transfer of Curriculum Knowledge Across Borders Applying a Historical Lens to Contest Unilateral Logics (1st ed.). Routledge.
    2018 Kelly, S. J. (2018). Governing civil society: How literacy, education and security were brought together. In D. Kember, & D. Corbett (Eds.), Structuring the thesis: Matching method, paradigm, theories and findings (1st Edition ed., pp. 301-310). Singapore: Springer.
    DOI
    2017 Kelly, S. (2017). Introduction. In Governing Literate Populations (pp. 1-16). Routledge.
    DOI
    2017 Kelly, S. (2017). Securing literate civil society in the “age of terror”. In Governing Literate Populations (pp. 88-116). Routledge.
    DOI
    2017 Kelly, S. (2017). From sovereign power to governing the self. In Governing Literate Populations (pp. 70-87). Routledge.
    DOI
    2017 Kelly, S. (2017). Governing virtuous citizens. In Governing Literate Populations (pp. 140-157). Routledge.
    DOI
    2017 Kelly, S. (2017). Conclusions. In Governing Literate Populations (pp. 174-192). Routledge.
    DOI
    2017 Kelly, S. (2017). Using genealogy to think about the politics of education. In Governing Literate Populations (pp. 17-36). Routledge.
    DOI
    2017 Kelly, S. (2017). Assembling Foucauldian tools. In Governing Literate Populations (pp. 37-69). Routledge.
    DOI
    2017 Kelly, S. (2017). Policy quilting. In Governing Literate Populations (pp. 117-139). Routledge.
    DOI
    2017 Kelly, S. (2017). Education for the national interest. In Governing Literate Populations (pp. 158-173). Routledge.
    DOI
    2012 Kelly, S. J. (2012). Implementing the Australian Curriculum: A critical capabilities approach. In C. Marsh (Ed.), The Australian Curriculum: Observations of a journey (1st Edition ed., pp. 120-125). Deacon West: ACT: Australian Curriculum Studies Association.
  • Theses

    Year Citation
    2015 Kelly, S. J. (2015). Governing civil society: How literacy, education and security were brought together. (PhD Thesis, Queensland University of Technology).

ARC Discovery Project: Culturally Responsive Schooling: Chief Investigator with  Professor Lester Irabinna Rigney; Professor Robert Hattam; Dr Nadeem Memon; Dr Samantha Schulz; Professor Michalinos Zembylas

 

Toward an Australian Culturally Responsive Pedagogy (co-investigator in support of chief investigators Professor Irabinna Rigney and Professor Robert Hattam)

Research and Professional Practice

Middle and Secondary Pedagogy

  • Current Higher Degree by Research Supervision (University of Adelaide)

    Date Role Research Topic Program Degree Type Student Load Student Name
    2022 Co-Supervisor Power and Emergence: Teaching in Central Australia Doctor of Philosophy Doctorate Full Time Ms Wendy Elizabeth Cowan
    2022 Co-Supervisor Neoliberal Surge in Pakistani Education Leadership Practices in Patriarchal Society: Inquiry through Narratives of Control Doctor of Philosophy Doctorate Full Time Mrs Saadia Adnan
    2021 Co-Supervisor Gender Identity Construction of Chinese Rural Girls Doctor of Philosophy Doctorate Full Time Ms Wenfei Li
    2020 Co-Supervisor A Corpus-Based, Semantic Analysis of Semi-Technical Medical Vocabulary Doctor of Philosophy Doctorate Full Time Miss Chinh Ngan Nguyen Le
    2020 Co-Supervisor Exploring the Predictors of Indonesian Reading Literacy based on PISA Data Doctor of Philosophy Doctorate Full Time Mrs Safitri Yosita Ratri
    2019 Co-Supervisor Anti-Radicalisation and Education in Indonesia Doctor of Philosophy Doctorate Full Time Ms Yuli Astiana
  • Past Higher Degree by Research Supervision (University of Adelaide)

    Date Role Research Topic Program Degree Type Student Load Student Name
    2019 - 2022 Co-Supervisor Decolonising the Curriculum: Fostering Sustainability in Higher Education in Zambia Doctor of Philosophy Doctorate Full Time Mutinta Sifelani Musindo
  • Memberships

    Date Role Membership Country
    2017 - ongoing Member Philosophy of Education Society of Australia Australia
    2008 - ongoing Member Australian Association for Research Educators Australia
    2007 - ongoing Member Australian Curriculum Studies Association Australia
    2007 - ongoing Member English Teachers Association Australia
  • Consulting/Advisories

    Date Institution Department Organisation Type Country
    2012 - ongoing Australian Curriculum Assessment and Reporting Authority Curriculum Business and professional Australia
  • Position: Lecturer
  • Phone: 83134983
  • Email: stephen.kelly@adelaide.edu.au
  • Campus: North Terrace
  • Building: Nexus 10, floor 8
  • Org Unit: School of Education

Connect With Me
External Profiles