School of Education
Faculty of Arts, Business, Law and Economics
Dr Stephen Kelly is a lecturer in education, focusing on middle and secondary pedagogy, educational research, literacy education. Stephen is a chief investigator on the ARC Discovery Project 'Culturally Responsive Schooling' (DP220100651, 2022-24) with co-chief investigators Professor Lester Irabinna Rigney (UniSA, project lead), Professor Robert Hattam (UniSA), Professor Michalinos Zembylas (Open University of Cyprus), Dr Samantha Schulz (The University of Adelaide) and Dr Nadeem Memon (UniSA - Centre for Islamic Thought and Education, CITE). The project explores how the affective environments of schools attend to the diverse cultural, academic and emotional needs of their communities in the process of becoming culturally responsive, bringing together methods from educational ethnography, critical policy analysis, and educational action research.
Stephen is interested in 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
Stephen 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 developed 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.
- My Research
- Grants and Funding
- Professional Activities
Date Position Institution name 2017 - 2019 Lecturer in Education University of New England 2007 - 2017 Consultant: Leading Learning CESA
Language Competency English -
Date Institution name Country Title Queensland University of Technology Australia PhD
Year Citation 2023 Rigney, L. I., & Kelly, S. (2023). Reterritorialising pedagogies of listening: bringing into dialogue culturally responsive pedagogies with Reggio Emilia principles. Discourse, 44(1), 147-161.
DOI Scopus4 WoS3
2023 Memon, N., Schulz, S., Kelly, S., & Chown, D. (2023). Schools, religion, and affect: unpacking Australian educator discomfort. Asia-Pacific Journal of Teacher Education, 51(3), 266-282.
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 Scopus1 WoS1
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.
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 WoS1
2012 Kelly, S. (2012). Implementing the Australian Curriculum: A critical capabilities approach. Curriculum Perspectives, 32(1), 67-72.
Year Citation 2018 Kelly, S. (2018). Governing literate populations: The political uses of literacy in securing civil society (1st Edition ed.). London: Routledge.
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.
2017 Kelly, S. (2017). Introduction. In Governing Literate Populations (pp. 1-16). Routledge.
2017 Kelly, S. (2017). Securing literate civil society in the “age of terror”. In Governing Literate Populations (pp. 88-116). Routledge.
2017 Kelly, S. (2017). From sovereign power to governing the self. In Governing Literate Populations (pp. 70-87). Routledge.
2017 Kelly, S. (2017). Governing virtuous citizens. In Governing Literate Populations (pp. 140-157). Routledge.
2017 Kelly, S. (2017). Conclusions. In Governing Literate Populations (pp. 174-192). Routledge.
2017 Kelly, S. (2017). Using genealogy to think about the politics of education. In Governing Literate Populations (pp. 17-36). Routledge.
2017 Kelly, S. (2017). Assembling Foucauldian tools. In Governing Literate Populations (pp. 37-69). Routledge.
2017 Kelly, S. (2017). Policy quilting. In Governing Literate Populations (pp. 117-139). Routledge.
2017 Kelly, S. (2017). Education for the national interest. In Governing Literate Populations (pp. 158-173). Routledge.
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.
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 (M Teach)
Middle and Senior Secondary Pedagogy (B Teach)
Current Higher Degree by Research Supervision (University of Adelaide)
Date Role Research Topic Program Degree Type Student Load Student Name 2023 Co-Supervisor Critical Pedagogy, Epistemic Thinking and Education in Post-truth Era Master of Philosophy Master Part Time Miss Hnin Lae Yee . 2022 Co-Supervisor An Inquiry into Being in Educational Leadership Experiences: A Critical Phenomenology in the Pakistan Context 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 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 2020 - 2023 Co-Supervisor Exploring the Predictors of Indonesian Reading Literacy based on PISA Data Doctor of Philosophy Doctorate Full Time Mrs Safitri Yosita Ratri 2019 - 2022 Co-Supervisor Decolonising the Curriculum: Fostering Sustainability in Higher Education in Zambia Doctor of Philosophy Doctorate Full Time Mutinta Sifelani Musindo
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
Date Institution Department Organisation Type Country 2012 - ongoing Australian Curriculum Assessment and Reporting Authority Curriculum Business and professional Australia
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