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    Critical Methodologies Research Community

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Critical Methodologies Research Community

About this research community

We are a vibrant community of researchers committed to rigorous education research using critical methodologies, such as critical theory, critical race theory, critical policy analysis, feminist methodologies, postcolonial and decolonial methodologies, and participatory action research. Our research spans diverse contexts and disciplines and is united by a shared passion for approaching the world with curiosity and examining power, inequalities and institutions.

Our community members collaborate with national and international scholars on leading edge research on diverse topics spanning education policy and governance, curriculum and pedagogy, student and educator identities, and issues of educational access and opportunity. We partner with teacher professional organisations, community organisations, schools, and the government and non-government education sectors to conduct research of value to the community.

We aim to integrate our research and critical methodologies into our courses with the aim of bringing research to life through developing the know-how of teachers and school and system leaders.

Research community Leader

Impactful Publications and Resources

Books

  • Benade, L. & Bradbeer, C. (2026). Innovative Learning Environments: Concepts and theories for educational spaces. Emerald (Forthcoming)
  • Johnston, O. (2024). Constructing Composite Narratives: A step-by-step guide for researchers in the social sciences. Routledge. https://doi.org/10.4324/9781003424475.

Book Chapters

  • Benade, L. & Bradbeer, C. (2026). Concepts and theories for educational spaces. In L. Benade & C. Bradbeer (Eds.), Innovative Learning Environments: Concepts and theories for educational spaces. Emerald (Forthcoming)

Journal Articles

  • Benade, L. (2025). School infrastructure procurement by Public–Private Partnership: In the public interest? Policy Futures in Education, 23(6), 1217-1232. https://doi.org/10.1177/14782103251328165
  • Hatisaru, V., Johnston, O., Collins, J., & Rott, B. (2025). New insights into the beliefs of secondary pre-service teachers about mathematics. Eurasia Journal of Mathematics Science and Technology Education, 21(8), em2675. https://doi.org/10.29333/ejmste/16656
  • Johnston, O. (2025). Evaluating impact of educational research on teachers’ practice: a teacher expectations intervention. Educational Research and Evaluation, 30(7–8), 766–790. https://doi.org/10.1080/13803611.2025.2570178
  • Johnston, O., Spooner-Lane, R., Zhang, W., Macqueen, S., Spina, N. (2024). The equity of class ability grouping practices in Australian education: Findings from a survey in Western Australia and Queensland. The Asia-Pacific Education Researcher, 33(6), 1287 1301. https://doi.org/10.1007/s40299-023-00801-6.
  • Johnston, O., Wildy, H., Shand, J. (2024). A grounded theory about how teachers communicated high expectations to their secondary school students. European Journal of Psychology of Education, 39(1), 211-235. https://doi.org/https://doi.org/10.1007/s10212-023-00689-2.
  • Johnston, O., Norris, C., & Zhang, W. (2025). Rigidity of class ability grouping practices in Australia. Research Papers in Education, 1–25. https://doi.org/10.1080/02671522.2025.2479674
  • Johnston, O., & Palamara, P. (2025). Are Australian schools becoming less inclusive? Changes to class ability grouping practices in Australian secondary schools. International Journal of Inclusive Education, 1–23. https://doi.org/10.1080/13603116.2025.2527256
  • Johnston, O., Spooner-Lane, R., Macqueen, S., & Spina, N. (2025). Why do schools continue to use between-class ability grouping?Prospects. 54, 559-576. https://doi.org/10.1007/s11125-024-09710-y
  • Srinivasan, A., Benade, L. (2024). Considering the relevance of Jiddu Krishnamurti to contemporary Indian education: In conversation with the thought of Gert Biesta. Educational Philosophy and Theory, 1-13 https://doi.org/https://doi.org/10.1080/00131857.2024.2425333
  • Stewart, G., Benade, L., Smith, V., Wells, A., Yates, A. (2024). Māori (Flexible) Learning Spaces, Old and New. New Zealand Journal of Educational Studies, 59, 447–462 https://doi.org/10.1007/s40841-024-00328-4
  • Stewart, G. T., Benade, L., Smith, V., Wells, A., & Yates, A. (2025). Naming Māori Learning Spaces. New Zealand Journal of Educational Studies, 60, 25-34. https://doi.org/10.1007/s40841-024-00373-z

HDR Students
  • Lisa Duffy - PhD Thesis: Understanding Tertiary Student Identity Among Western Australian prisoners
  • Simon Fittock - PhD Thesis: Constructing excellence and equity: A critical policy analysis of the Better and Fairer Schools Agreement
  • Kanza Naveed - Student resistance and disrespect in classroom discourse as a reflection of deeper social ideologies and their role in shaping teacher identity, authority, and emotional wellbeing
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