Stewart Riddle

Stewart Riddle
University of Southern Queensland  · Faculty of Education

Doctor of Philosophy

About

57
Publications
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229
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Introduction
Stewart Riddle is an Associate Professor in the School of Education at the University of Southern Queensland. His research examines the democratisation of schooling systems, increasing access and equity in education and how schooling can respond to critical social issues in complex contemporary times.

Publications

Publications (57)
Book
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This book examines the experiences and perspectives of students and teachers at an alternative music school, which caters for young learners who have been marginalised and disenfranchised from mainstream schooling. The school utilises a rich music-infused curriculum that connects to the lives of its students, alongside a democratic ethos and ethic...
Book
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Contemporary education research, policy and practice are complex and challenging. The political struggle over what constitutes curriculum and pedagogy is framed by quasi-markets and technocratic models of education. This has had a significant effect on larger issues of policy. But it has also had profound effects inside educational sites in terms o...
Book
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Schooling for Democracy in a Time of Global Crisis combines democratic theory with education practice to address the problem of a schooling that is for democracy, and points to the possibilities, limits and tensions of attempting to re-imagine education in more inclusive, collective and sustainable ways through democratic action. Contemporary liber...
Article
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This paper is one of two which bring together leading educational researchers to consider some of the key challenges facing democracy and education during the twenty-first century, including rising social and economic inequality, political instability, and the existential threats of global pandemics and climate change. In this paper, key educationa...
Article
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This paper is one of two that bring together a range of education scholars to consider how education might be for democracy in a time of complex challenges facing twenty-first century societies. In this paper, scholars from Australia, Japan and the United Kingdom consider how sites of formal and informal education can respond to multiple unfolding...
Article
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This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recogn...
Article
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Curricular justice, achieved through a counter-hegemonic curriculum that serves the needs of the least rather than most advantaged members of society, plays a central role in providing more equitable access to meaningful education for all young people. We contend that the defining features of the contemporary schooling context in many parts of the...
Article
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In 2020, we had planned to bring together researchers, educators and policymakers for a three-day dialogue on education and democracy to continue the conversations that were started at a similar event in 2017 (e.g. Riddle 2019; Riddle and Apple 2019; Riddle and Heffernan 2018). The event had to be cancelled due to the global COVID-19 pandemic, alth...
Article
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This paper draws together data from two separate projects on schooling dis/engagement in Queensland, Australia. One project had a focus on mainstream schools and the strategies employed to retain and engage young people in learning, whereas the other looked to the growing sector of alternative and flexible education for similar solutions. While the...
Article
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This paper presents an analysis of contemporary education policy levers that seek to standardise and measure teaching quality through the deployment of professional standards and increased surveillance of teachers' work. These policy frameworks-with a focus in this paper on the Australian Professional Standards for Teachers-are contrasted against t...
Chapter
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Approaches to learning and teaching cast under the designation of ‘relational pedagogy’ provide the focus of this chapter. We argue that democratic education is most apparent in the moment of encounter between students and teachers. When deliberative negotiation of learning occurs and recognition is given to the mutuality of the pedagogical encount...
Chapter
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This introductory chapter provides an overview of the contemporary landscape for democracy and education, drawing on global challenges facing democratic practices and the increasing strength of anti-democratic forces. Further, the chapter describes the conceptual, ethical and political frameworks that underpin the book. Finally, the chapter present...
Article
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This paper shares findings from a project that examined how schools serving marginalised communities facilitated students’ substantive engagement. Through interviews with students, parents, teachers and school leaders, we determined that substantive engagement was supported by formal and informal strategies that enabled access to rich learning oppo...
Article
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This paper examines the utility of Campbell’s narrative construction of ‘the hero’s journey’ as a conceptual apparatus to understand how international students from Confucian heritage cultures navigate their experiences in Western schooling systems like Australia. The hero’s journey framework was used to investigate the commonalities and difference...
Article
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Music is learned and taught in multiple ways dependent on the socio-cultural contexts in which learning occurs. The processes employed by music teachers have been extensively explored by music educators and ethnomusicologists in a range of contexts, although there has been limited research into which modes are most predominantly used in different s...
Article
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This paper provides a conceptualisation of relational pedagogy in which informality is proposed as a pedagogical modality to activate inclusive, socially just learning and teaching encounters. Findings from two ethnographic studies conducted in alternative learning contexts are examined, which demonstrated that informality was crucial to the format...
Chapter
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This chapter presents some innovative educational leadership initiatives and programs designed to support and engage young people in secondary schooling in complex settings. Data from various case studies are shared to demonstrate school-level strategies that help keep students who are in danger of disengaging from education, not only in school but...
Chapter
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In this book, we seek to consider the importance of education and sustainable democracy in a time of dangerous uncertainty. By engaging with multiple perspectives on participatory democracy and education, we hope to more fully understand the principles of a sustainable and collective commitment to civic virtue through education. What does it mean f...
Article
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Young people who graduate from high school are more likely to transition into further study or training, get a job and earn higher wages. However, many young people with the highest needs leave or become excluded from mainstream school settings and some complete their education in alternative education contexts. This paper shares reflections from F...
Chapter
Rather than write a conclusion which attempts to arrive at some kind of certainty and finality, in this chapter, we try to raise issues, ask questions and pose problems, and engage in a respectful dialogical response. Our responses take the form of an asynchronous conversation via a three handed dialogue, framed by two questions: 'How are academics...
Book
Universities around the world now actively encourage academics to engage in public scholarship, publishing in traditional and new media – newspapers, television, radio, blogs and social media. Education Research and the Media addresses this situation, using empirical and reflexive accounts, to interrogate and advance the ways in which this shift is...
Article
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This special issue takes up the call of the 2017 Re-imagining Education for Democracy Summit to seek new ways to resist growing educational inequality and reframe educational policy and practice to better meet the diverse needs of communities. In a time of enormous challenges and complexity, where "thick" democracy is reduced to "thin" choice in ma...
Chapter
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The advent of social media has allowed teachers to speak in, with and to publics in new ways. The chapter considers what kind of ‘teacher voice’ is on offer through social media. Does social media enhance the ways in which teachers might ‘have a say’ in decisions that concern them - about curriculum, assessment, pedagogy, working conditions and so...
Article
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Everywhere, children are facing extraordinary complexities and challenges in an increasingly globalised and hyper-connected world, in which flows of information, capital and people increasingly break down existing social, economic, political and cultural boundaries. Contemporary childhoods are simultaneously filled with possibilities and fraught wi...
Chapter
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As researchers, much of our time is spent in the act of ‘writing’. The production of research as writing is considered an essential part of our research outputs, which are measured and policed by citation metrics and ranked journal and publisher lists. For writing to be recognised and counted as research, it must appear in certain outlets, each of...
Chapter
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The experiment: to sit under a tree with a glass of wine and to write. To play with words and to attempt to write without purpose beyond the transience of the writing act itself. What would such an event produce? Is there a monstrous vitality made available in the immanence of such an act, or would I simply succumb to my standard writing practice:...
Chapter
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In this chapter, data from Australia's National Assessment Program – Literacy and Numeracy, the My School website and the Index of Community Socio-Educational Advantage (ICSEA) are considered together to draw out a nuanced view of how broader factors of social disadvantage are implicated in educational outcomes measured via standardised testing reg...
Chapter
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In this chapter the notion of assemblage is put to work in order to understand how the early career researcher-musician-educator comes to be formed from the milieu. An analysis of the relationship between research as knowledge production and the artistic desire for aesthetics and affectivity is undertaken to trouble the boundaries that separate edu...
Chapter
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Over the last decade, cultural institutions have worked hard to connect audiences with contemporary arts practices that are no longer created by a sole person working alone but by artists who work collaboratively and across disciplines.
Book
In this book, authors working with Deleuzean theories in educational research in Australia and the United Kingdom grapple with how the academic-writing machine might become less contained and bounded, and instead be used to free impulses to generate different creations and connections. The authors experiment with forms of writing that challenge the...
Article
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In response to the call for this special issue to begin our inquiries with concepts rather than methods, the DeleuzeoGuattarian notion of the diagram is taken up in this article as part of a musical experiment with educational inquiry. In doing so, two musical sound creatures are created through the use of music as a molecular and imperceptible ima...
Article
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In a policy landscape dominated by forces that seek to continually reshape education according to market logics, there are particular impacts on the seemingly intractable crisis of Indigenous education policy making. Entrenched discourses of deficit result in education policy continually being ‘done to’ communities, with little heed paid to the eff...
Article
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This paper investigates the ways that teachers in one alternative school blur the boundaries of the political, personal, and philosophical in their efforts to re-engage marginalised and disenfranchised young people. The labours of the school staff at Harmony High offer an intriguing narrative of working both within and against the grain of policy m...
Chapter
This chapter focuses on the students at Music Industry College, providing insights into the experiences of students who had been marginalised and disenfranchised by mainstream schooling, and who were now getting back into learning, general life motivation and in some cases, personal transformation. Comments from graduates are also included. Illustr...
Chapter
This chapter expands on the philosophy of inclusive, democratic education that infuses the pedagogical landscape at Music Industry College. It also further develops the complex policy context of alternative schooling in an era of neoliberalism, performance metrics and teacher accountability and performativity. It connects to contemporary research o...
Chapter
This chapter takes a broader view of the school community and tracks the paths of previous students who are now ‘out in the world’, as well as connecting with parents, school staff, and other community members who have been closely integrated into the school’s wider community. Key vignettes illustrate the importance of connecting to community and t...
Chapter
This chapter commences with a narrative account of a day in the life at Music Industry College, before outlining the key themes and main arguments being presented in this book. The contemporary schooling context in Australia is introduced, and an overview of Music Industry College is presented. Key concepts, such as social justice, marginalised you...
Chapter
This chapter draws together the perspectives presented in this book and revisits the themes of social justice established in Chap. 1, in order to provide some salient lessons for mainstream schooling that might be re-imagined for social justice in the interests of those most disadvantaged. It shares some final thoughts that illustrate the importanc...
Chapter
This chapter addresses the experiences of the teachers who work at Music Industry College. It breaks down the curriculum, pedagogy and assessment that underpins the daily teaching experiences in the school, as well as provides insights into the hopes and aspirations of the professional educators who form part of the school’s community. Multiple vig...
Chapter
Full-text available
Universities are fascinating places to work. A “provocative social cocktail” (Symes, 2004, p. 395) is one particularly apt description, although for some, the fascination could be ironically expressed as a reaction to the giddying changes and restructures and revisionings that define the contemporary university.
Chapter
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Academics live in strange times. Everywhere we are coded and constructed within the machine of the enterprise university to faithfully produce high quality research outputs and secure competitive external research funding grants. We are counted and graded, chopped up and classified, found to be acceptable (or otherwise) within the logical bounds of...
Article
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Education policy in the contemporary context tends to produce reductive, oversimplified and essentialist notions of classrooms, teachers and students. An emphasis on quantifiable big data that provides for ‘evidence-based practice’ and focus on ‘what works’ permeates the education machine and limits the boundaries of what can be known. Yet the comp...
Article
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Narrative inquiry has a long tradition in qualitative educational research, although it remains a relatively untapped method of investigation in English curriculum and pedagogy studies. This paper presents one experimental narrative approach through the use of song lyrics as a musical method for storying interview data. Working with non-linear and...
Book
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This book explores the complexities of investigating minorities, majorities, boundaries and borders and the experiences of researchers who choose to work in these spaces. It examines epistemologies that appear to shape researchers’ beliefs about the forms of research that are valued in educational research and theory. It also considers ‘the researc...
Chapter
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The central motive of bringing together the contributions for this book was to interrogate why there is a need to investigate the mainstream and its margins, but also to map what is occurring in between. Education research, and social science research more broadly, is suffering from a mainstreamed scientism, ruled by a belief in a metanarrative of...
Chapter
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This chapter considers how the daily practices and underpinning philosophies from one particular school site might inform the broader project of reframing mainstream schooling in more socially just ways. We feel that there are particular lessons that might be taken from schools that work in the margins by catering to young people who have disconnec...
Article
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Harmony High is an alternative school where music functions as an educational magnet to attract marginalised students who have disengaged from the mainstream. Through an investigation of the student perspective, we discover that while acting as a magnet, music also becomes the educational matrix or “heart and soul” that helps to create a school cul...
Chapter
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Much work has been done in opening up the field of literacy learning through the work of the New Literacy Studies movement, multiliteracies pedagogy and multiple literacies theory, although the potential of music as a particular human artistic, aesthetic, social and emotional experience in connecting young people to their literacy learning is still...
Article
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This paper presents the story of one school principal’s journey from mainstream to alternative schooling. Drawn from a larger project at the school where themes of commitment, community and culture and curriculum connectedness were apparent, this paper focuses on the philosophies and lived experiences of the principal via a narrative method drawing...
Article
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Sociological categories of youth widely used in political rhetoric and educational policy making are limited by the neoliberal discourses and humanist tradition within which they are constructed. Utilising a Deleuzian approach in order to trouble the very concept of youth itself affords opportunities to rethink youth as rhizome; unlinked from the t...
Chapter
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This chapter introduces the notion of rhizomatic storylines as a methodological tool for (re)presenting interview data in order to trouble assumptions about method in education research. Through the Deleuzian figuration of the rhizome as one possible response to the humanist arboreal metaphor, this chapter looks for madness in the method, illuminat...
Article
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This action research project investigated the effects of negotiating curriculum on the affective attitudes of boys in the author's Year 8 English class towards studying English at high school. The site of the study was the general-use English classroom at a moderately-sized private boy's school in metropolitan South-East Queensland. The ensuing uni...

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Project (1)
Project
Identifying and assessing innovative educational initiatives and programs designed to retain young people in secondary schooling and support successful academic and/or vocational achievements.