Lecturer in Education
School of Education
Faculty of Arts
Eligible to supervise Masters and PhD (as Co-Supervisor) - 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 involved in the ARC discovery project Toward an Australian Culturally Responsive Pedagogy with colleagues from the University of South Australia.
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.
• Australian Association for Research in Education
• Australian Curriculum Studies Association
• Philosophy of Education Society of Australia
ACRARA advisory group to the General Capabilities
- 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 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.
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 2018 Kelly, S. (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.
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).
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 2019 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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