Professor Trevor Gale

  • Professor of Education Policy and Social Justice (School of Education)

Research interests

Dr Trevor Gale is Head of the School of Education and Professor of Education Policy and Social Justice at The University of Glasgow, United Kingdom.
 
He is a critical sociologist of education with research interests in policy and social justice in formal education contexts (i.e. higher education and schooling, but also vocational and further education). He has authored and edited 8 books, 80+ articles and chapters, and 120+ other scholarly publications, many of which are highly cited. Internationally he is known for his texts Just Schooling (OUP 2000) and Engaging Teachers (OUP 2003) and for his Foucauldian theorization of policy methodology. He is also known for his research in higher education, including his typology of student transition and its reframing of social inclusion in higher education.
 
Trevor is the founding editor of Critical Studies in Education, a sociology of education journal with the second highest impact factor (1.532) in the field worldwide. He is also co-editor of the new Springer book series Education Policy and Social Inequality, past president (2005) of the Australian Association for Research in Education (AARE – Australia’s pre-eminent association of education researchers), and a past board member of the Asia-Pacific Education Research Association (APERA). In 2009 (till 2011) the Australian Deputy Prime Minister appointed Trevor as a founding member of the National VET Equity Advisory Council (NVEAC). In 2010-2011 he also served on the National Quality Council (NQC), also appointed by the Australian Deputy Prime Minister. He is a frequent keynote speaker at national and international conferences. Government and the media regularly seek his views on education policy and social justice.

Since 2000, Trevor has been awarded $A3.75m in external research funding, including as Principal Investigator on three Australian Research Council (ARC) Discovery grants. He is often lead PI on research projects for major national and international bodies, including the Australian Department of Education, Employment and Workplace Relations (DEEWR 2010), the Australian Learning and Teaching Council (2011), the Australian National VET Equity Advisory Council (NVEAC 2013), the Higher Education Funding Council of England (HEFCE 2013), and other quasi-government/philanthropic organisations. Since 2015 he has been Head of the School of Education at The University of Glasgow.

Trevor welcomes supervision enquiries from suitably qualified students interested in undertaking PhD study in his areas of research interest.


Publications

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Number of items: 135.

2019

Lynch, J., Rowlands, J., Gale, T. and Parker, S. (Eds.) (2019) Practice Methodologies in Education Research. Routledge. ISBN 9780367193829 (In Press)

Gale, T. , Cross, R. and Mills, C. (2019) Researching teacher practice: social justice dispositions revealed in activity. In: Lynch, J., Rowlands, J., Gale, T. and Parker, S. (eds.) Practice Methodologies in Education Research. Routledge. ISBN 9780367193829 (In Press)

Lynch, J., Rowlands, J., Gale, T. and Parker, S. (2019) An outline of a theory of practice methodologies: education research as an expansive-activist endeavour. In: Lynch, J., Rowlands, J., Gale, T. and Parker, S. (eds.) Practice Methodologies in Education Research. Routledge. ISBN 9780367193829 (In Press)

Mills, C., Gale, T. , Parker, S. , Smith, C. and Cross, R. (2019) Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling. British Journal of Sociology of Education, 40(5), pp. 614-630. (doi:10.1080/01425692.2019.1582322)

Rowlands, J. and Gale, T. (2019) National research assessment frameworks, publication output targets and research practices: the compliance-habitus effect. Beijing International Review of Education, 1(1), pp. 138-161. (doi:10.1163/25902547-00101011)

Gale, T. (2019) Inclusion in higher education. In: Amey, M. and David, M. (eds.) The SAGE Encyclopedia of Higher Education. SAGE Publications. (In Press)

2018

Molla, T. and Gale, T. (2018) Positional matters: school leaders engaging with national equity agendas. Journal of Education Policy, (doi:10.1080/02680939.2018.1556811) (Early Online Publication)

Livingston, K. , Doherty, C. , Lido, C. , Cassar, R., Dunkley, R. , Gale, T. and Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report. Project Report. School of Education, University of Glasgow, Glasgow. (Unpublished)

Cross, R., Mills, C. and Gale, T. (2018) Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation. In: Stahl, G., Wallace, D., Burke, C. and Threadgold, S. (eds.) International Perspectives on Theorizing Aspirations: Applying Bourdieu’s Tools. Bloomsbury, pp. 130-144. ISBN 9781350040335

Gale, T. and Hodge, S. (2018) Just imaginary: delimiting social inclusion in higher education. In: Bhopal, K. and Shain, F. (eds.) Neoliberalism and Education: Rearticulating Social Justice and Inclusion. Routledge: London, pp. 44-65. ISBN 9781138182530

Gale, T. and Parker, S. (2018) The future of (Scottish) education: an international perspective. In: Bryce, T.G.K., Humes, W.M., Gillies, D. and Kennedy, A. (eds.) Scottish Education [5th Edition]. Edinburgh University Press: Edinburgh, pp. 937-949. ISBN 9781474437844

Gale, T. and Parker, S. (2018) Student aspiration and transition as capabilities for navigating education systems. In: Tarabini, A. and Ingram, N. (eds.) Educational Choices, Aspirations and Transitions in Europe: Systemic, Institutional and Subjective Challenges. Series: Routledge research in international and comparative education. Routledge: Abingdon, Oxon ; New York, NY, pp. 32-49. ISBN 9781138104037

Gale, T. and Parker, S. (2018) Student tuition fees in Australian higher education: a litany of public issues and private troubles. In: Riddell, S., Minty, S., Wheedon, E. and Whittaker, S. (eds.) Higher Education Funding and Access in International Perspective. Emerald: Bingley, pp. 223-240. ISBN 9781787546547

Gale, T. (2018) What's not to like about RCTs in education? In: Childs, A. and Menter, I. (eds.) Mobilising Teacher Researchers: Challenging Educational Inequality. Routledge, pp. 207-223. ISBN 9781138064607

Sugiono, S., Skourdoumbis, A. and Gale, T. (2018) Bridging homes and classrooms: advancing students’ capabilities. Teaching Education, 29(1), pp. 17-32. (doi:10.1080/10476210.2017.1346602)

2017

Gale, T. , Mills, C. and Cross, R. (2017) Socially inclusive teaching: belief, design, action as pedagogic work. Journal of Teacher Education, 68(3), pp. 345-356. (doi:10.1177/0022487116685754)

Gale, T. and Parker, S. (2017) The prevailing logic of teacher education: privileging the practical in Australia, England and Scotland. In: Peters, M. A., Cowie, B. and Menter, I. (eds.) A Companion to Research in Teacher Education. Springer, pp. 521-535. ISBN 9789811040733 (doi:10.1007/978-981-10-4075-7)

Gale, T. and Parker, S. (2017) Retaining students in Australian higher education: cultural capital and field distinction. European Educational Research Journal, 16(1), pp. 80-96. (doi:10.1177/1474904116678004)

Parker, S. , Gulson, K. N. and Gale, T. (Eds.) (2017) Policy and Inequality in Education. Series: Education policy & social inequality. Springer Singapore. ISBN 9789811040375

Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (Eds.) (2017) Practice Theory and Education: Diffractive Readings in Professional Practice. Routledge: London. ISBN 9781138191396

Gale, T. and Molla, T. (2017) Deliberations on the deliberative professional: thought-action provocations. In: Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (eds.) Practice Theory and Education: Diffractive Readings In Professional Practice. Routledge, pp. 247-262. ISBN 9781138191396

Gale, T. , Molla, T. and Parker, S. (2017) The illusion of meritocracy and the audacity of elitism: expanding the evaluative space in education. In: Parker, S., Gulson, K. N. and Gale, T. (eds.) Policy and Inequality in Education. Series: Education policy & social inequality (1). Springer Singapore, pp. 7-21. ISBN 9789811040375

Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (2017) Diffractive readings in practice theory. In: Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (eds.) Practice Theory and Education: Diffractive Readings in Professional Practice. Routledge: London, pp. 1-19. ISBN 9781138191396

Mills, C., Molla, T., Gale, T. , Cross, R., Parker, S. and Smith, C. (2017) Metaphor as a methodological tool: identifying teachers’ social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, 38(6), pp. 856-871. (doi:10.1080/01425692.2016.1182009)

Rowlands, J. and Gale, T. (2017) Shaping and being shaped: extending the relationship between habitus and practice. In: Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (eds.) Practice Theory and Education: Diffractive Readings In Professional Practice. Routledge, pp. 91-107. ISBN 9781138191396

Webb, S., Bathmaker, A.-M., Gale, T. , Hodge, S., Parker, S. and Rawolle, S. (2017) Higher vocational education and social mobility: educational participation in Australia and England. Journal of Vocational Education and Training, 69(1), pp. 147-167. (doi:10.1080/13636820.2016.1269359)

2016

Gale, T. and Parker, S. (2016) Coming to Terms with Aspiration for Higher Education. British Educational Research Association (BERA), Annual Conference, Leeds, UK, 13-15 Sep 2016. (Unpublished)

Gale, T. and Parker, S. (2016) Conceiving of aspiration for higher education and the terms of recognition. ECER 2016, Dublin, Ireland, 23-26 Aug 2016.

Sellar, S. and Gale, T. (2016) Framing student equity in higher education: national and global policy contexts of A Fair Chance for All. In: Harvey, A., Burheim, C. and Brett, M. (eds.) Student Equity in Australian Higher Education: Twenty-Five Years of A Fair Chance for All. Springer: Singapore, pp. 39-52. ISBN 9789811003134 (doi:10.1007/978-981-10-0315-8_3)

2015

Gale, T. and Molla, T. (2015) Social justice intents in policy: an analysis of capability for and through education. Journal of Education Policy, 30(6), pp. 810-830. (doi:10.1080/02680939.2014.987828)

Gale, T. (2015) Widening and expanding participation in Australian higher education: in the absence of sociological imagination. Australian Educational Researcher, 42(2), pp. 257-271. (doi:10.1007/s13384-014-0167-7)

Gale, T. and Parker, S. (2015) To aspire: a systematic reflection on understanding aspirations in higher education. Australian Educational Researcher, 42(2), pp. 139-153. (doi:10.1007/s13384-014-0165-9)

Gale, T. and Lingard, B. (2015) Evoking and provoking Bourdieu in educational research. Cambridge Journal of Education, 45(1), pp. 1-8. (doi:10.1080/0305764X.2014.998626)

Gale, T. and Parker, S. (2015) Calculating student aspiration: Bourdieu, spatiality and the politics of recognition. Cambridge Journal of Education, 45(1), pp. 81-96. (doi:10.1080/0305764X.2014.988685)

Gale, T. , Parker, S. , Molla, T., Findlay, K. and Sealey, T. (2015) Student Preferences for Bachelor Degrees at TAFE: The Socio-Spatial Influence of Schools. Project Report. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Molla, T. and Gale, T. (2015) Inequality in Ethiopian higher education: reframing the problem as capability deprivation. Discourse: Studies in the Cultural Politics of Education, 36(3), pp. 383-397. (doi:10.1080/01596306.2013.871447)

Zipin, L., Sellar, S., Brennan, M. and Gale, T. (2015) Educating for futures in marginalized regions: a sociological framework for rethinking and researching aspirations. Educational Philosophy and Theory, 47(3), pp. 227-246. (doi:10.1080/00131857.2013.839376)

2014

Gale, T. and Parker, S. (2014) Disadvantaged Student Retention in Australian Higher Education: Crisis or Conflicting Capitals? Australian Education Research Association (AARE) Annual Conference, Brisbane, Australia, 30 Nov - 04 Dec 2014. (Unpublished)

Parker, S. , Gale, T. and Molla, T. (2014) Leading Social Justice in Education: Emerging Issues from Australian Schools. British Educational Research Association (BERA) Annual Conference, London, UK, 23-25 Sep 2014. (Unpublished)

Gale, T. and Parker, S. (2014) Retaining students from disadvantaged backgrounds in Australian higher education: The conflicting agendas of raising capital and preserving distinction. ECER 2014, Porto, Portugal, 02-05 Sep 2014. (Unpublished)

Parker, S. , Gale, T. , Mills, C. and Cross, R. (2014) Teachers’ Social Justice Dispositions, Pedagogic Authority and Classroom Practice in Advantaged and Disadvantaged Contexts. Inaugural Conference of the Melbourne Social Equity Institute: Imagining Social Equity, Melbourne, Australia, 28 Feb - 01 Mar 2014. (Unpublished)

Gale, T. and Parker, S. (2014) Navigating student transition in higher education: induction, development, becoming. In: Brook, H., Fergie, D., Maeorg, M. and Michell, D. (eds.) Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience. University of Adelaide Press: Adelaide, pp. 13-40. ISBN 9781922064820

Gale, T. (2014) Reimagining student equity and aspiration in a global higher education field. In: Zhang, H., Chan, P.W.K. and Boyle, C. (eds.) Equality in Education: Fairness and Inclusion. Sense Publishers: Rotterdam, pp. 9-22. ISBN 9789462096912

Gale, T. and Hodge, S. (2014) Just imaginary: delimiting social inclusion in higher education. British Journal of Sociology of Education, 35(5), pp. 688-709. (doi:10.1080/01425692.2014.919841)

Gale, T. and Parker, S. (2014) Navigating change: a typology of student transition in higher education. Studies in Higher Education, 39(5), pp. 734-753. (doi:10.1080/03075079.2012.721351)

Molla, T. and Gale, T. (2014) Higher education development and knowledge economy optimism in Ethiopia. Knowledge Cultures, 2(4), pp. 110-132.

2013

Skourdoumbis, A., Parker, S. and Gale, T. (2013) Capabilities and Australian Schooling Policy: Implications for Teachers’ Pedagogic Work. Australian Association for Research in Education (AARE) 2013, Adelaide, Australia, 02-05 Dec 2013. (Unpublished)

Gale, T. and Parker, S. (2013) Widening Participation in Australian Higher Education: Report Submitted to HEFCE and OFFA. Project Report. CFE (Research and Consulting) Ltd., Leicester.

Skourdoumbis, A. and Gale, T. (2013) Classroom teacher effectiveness research: a conceptual critique. British Educational Research Journal, 39(5), pp. 892-906. (doi:10.1002/berj.3008)

Parker, S. , Gale, T. and Bok, J. (2013) Widening Participation, Narrowing Aspiration: Privileging Higher Education as Destination. ECER 2013, Istanbul, Turkey, 10-13 Sep 2013. (Unpublished)

Parker, S. , Gale, T. and Bok, J. (2013) Moving Beyond Taste: Desire and Capability for Higher Education Aspirations. British Educational Research Association (BERA) Annual Conference 2013, Brighton, UK, 03-05 Sep 2013. (Unpublished)

Gale, T. and Mills, C. (2013) Creating spaces in higher education for marginalised Australians: principles for socially inclusive pedagogies. Enhancing Learning in the Social Sciences, 5(2), pp. 7-19. (doi:10.11120/elss.2013.00008)

Gale, T. , Parker, S. , Rodd, P., Stratton, G. and Sealey, T. (2013) Student Aspirations for Higher Education in Central Queensland: A Survey of School Students’ Navigational Capacities. Project Report. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Gale, T. , Parker, S. , Rawolle, S., Charlton, E., Rodd, P., Skourdoumbis, A. and Molla, T. (2013) VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners. Project Report. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Parker, S. , Stratton, G., Gale, T. , Rodd, P. and Sealey, T. (2013) Higher Education and Student Aspiration: A study of the adaptive preferences of Year 9 students in Corio, Victoria. UNSPECIFIED. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

2012

Parker, S. , Gale, T. and Bok, J. (2012) ‘This isn’t for the likes of us’: Taste and capability in aspirations for higher education. Australian Education Research Association (AARE) Annual Conference 2012, Sydney, Australia, 02-06 Dec 2012. (Unpublished)

Gale, T. and Parker, S. (2012) Transportation, Transformation, Whole of Life: Three Metaphors for Student Transition in Higher Education. ECER 2012, Cadiz, Spain, 18-21 Sep 2012. (Unpublished)

Gale, T. and Parker, S. (2012) The Capacity to Navigate Change: Academic Capital and Student Transition Into Higher Education. BERA 2012, Manchester, UK, 04-06 Sep 2012. (Unpublished)

Gale, T. and Tranter, D. (2012) Social justice as a matter of policy: higher education for the masses. In: Basit, T.N. and Tomlinson, S. (eds.) Social Inclusion and Higher Education. Policy Press: Bristol, pp. 149-169. ISBN 9781447316213

Gale, T. (2012) Towards a southern theory of student equity in Australian higher education: enlarging the rationale for expansion. International Journal of Sociology of Education, 1(3), pp. 238-262. (doi:10.4471/rise.2012.14)

Sellar, S. and Gale, T. (2012) Aspiration and education: toward new terms of engagement for marginalised students. In: McMahon, B.J. and Portelli, J.P. (eds.) Student Engagement in Urban Schools: Beyond Neoliberal Discourses. Information Age Publishing: Charlotte, NC, pp. 91-109. ISBN 9781617357329

2011

Gale, T. (2011) Student equity’s starring role in Australian higher education: not yet centre field. Australian Educational Researcher, 38(1), pp. 5-23. (doi:10.1007/s13384-010-0007-3)

Gale, T. (2011) Expansion and equity in Australian higher education: three propositions for new relations. Discourse: Studies in the Cultural Politics of Education, 32(5), pp. 669-685. (doi:10.1080/01596306.2011.620751)

Gale, T. and Parker, S. (2011) Good Practice Report: Student Transition into Higher Education. Project Report. Australian Learning and Teaching Council.

Gale, T. and Tranter, D. (2011) Social justice in Australian higher education policy: an historical and conceptual account of student participation. Critical Studies in Education, 52(1), pp. 29-46. (doi:10.1080/17508487.2011.536511)

Mills, C. and Gale, T. (2011) Re‐asserting the place of context in explaining student (under‐)achievement. British Journal of Sociology of Education, 32(2), pp. 239-256. (doi:10.1080/01425692.2011.547309)

Sellar, S. and Gale, T. (2011) Mobility, aspiration, voice: a new structure of feeling for student equity in higher education. Critical Studies in Education, 52(2), pp. 115-134. (doi:10.1080/17508487.2011.572826)

Sellar, S., Gale, T. and Parker, S. (2011) Appreciating aspirations in Australian higher education. Cambridge Journal of Education, 41(1), pp. 37-52. (doi:10.1080/0305764X.2010.549457)

2010

Lingard, B. and Gale, T. (2010) Defining educational research: a perspective of/on presidential addresses and the australian association for research in education. Australian Educational Researcher, 37(1), pp. 21-49. (doi:10.1007/BF03216912)

Gale, T. (2010) Social inquiry and social action: priorities for preparing school leaders. Scholar-Practitioner Quarterly, 4(4), pp. 316-318.

Gale, T. , Hattam, R., Comber, B., Tranter, D., Bills, D., Sellar, S. and Parker, S. (2010) Interventions Early in School as a Means to Improve Higher Education Outcomes for Disadvantaged Students. Project Report. National Centre for Student Equity in Higher Education, Adelaide, Australia.

Gale, T. and Lingard, B. (2010) Educational Research by Association: AARE Presidential Addresses and the Field of Educational Research. Series: Review of Australian research in education (7). Sense Publishers: Rotterdam. ISBN 9789460910180

Gale, T. , Sellar, S., Parker, S. , Hattam, R., Comber, B., Tranter, D. and Bills, D. (2010) Interventions Early in School as a Means to Improve Higher Education Outcomes for Disadvantaged (Particularly Low SES) Students. Project Report. Department of Education, Employment and Workplace Relations (DEEWR), Adelaide.

Lingard, B. and Gale, T. (2010) Presidential address as pedagogy: representing and constituting the field of educational research. In: Gale, T. and Lingard, B. (eds.) Educational Research By Association: AARE Presidential Addresses And The Field Of Educational Research. Series: Review of Australian research in education (7). Sense Publishers: Rotterdam, pp. 1-22. ISBN 9789460910180

Mills, C. and Gale, T. (2010) Schooling in Disadvantaged Communities: Playing the game from the back of the field. Springer: Dordrecht. ISBN 9789048133437

2009

Sellar, S. and Gale, T. (2009) Pedagogies of critique: struggling with what and how to think. Pedagogy, Culture and Society, 17(1), pp. 103-114. (doi:10.1080/14681360902742936)

2008

Doecke, B., Parr, G., North, S., Gale, T. , Long, M., Mitchell, J., Rennie, J. and Williams, J. (2008) National Mapping of Teacher Professional Learning Project: Final Report. Project Report. Department of Education, Employment and Workplace Relations, Canberra.

2007

Gale, T. (2007) Critical policy sociology: historiography, archaeology and genealogy as methods of policy analysis. In: Ball, S.J.,, Goodson, I. and Maguire, M. (eds.) Education, Globalisation and New Times. Series: Education heritage series. Routledge: London, pp. 148-166. ISBN 9780415425988

Gale, T. and Cross, R. (2007) Nebulous goobledegook: the politics of (re)learning how and what to teach in Australia. In: Berry, A., Clemans, A. and Kostogriz, A. (eds.) Dimensions Of Professional Learning: Professionalism, Practice and Identity. Series: Professional learning (3). Sense Publishers: Rotterdam, pp. 5-22. ISBN 9789087900014

Gale, T. and Densmore, K. M. (2007) La Implicación del profesorado: una agenda de democracia radical para la escuela. Octaedro: Barcelona. ISBN 9788480638975

Lingard, B. and Gale, T. (2007) The emergent structure of feeling: what does it mean for critical educational studies and research? Critical Studies in Education, 48(1), pp. 1-23. (doi:10.1080/17508480601131456)

Mills, C. and Gale, T. (2007) Researching social inequalities in education: towards a Bourdieuian methodology. International Journal of Qualitative Studies in Education, 20(4), pp. 433-447. (doi:10.1080/09518390601176523)

2006

Gale, T. (2006) Towards a theory and practice of policy engagement: higher education research policy in the making. Australian Educational Researcher, 33(2), pp. 1-14. (doi:10.1007/BF03216831)

Gale, T. (2006) The who and how of policy production. In: Lingard, B. and Ozga, J. (eds.) The RoutledgeFalmer Reader in Education Policy and Politics. Series: Readers in education. Routledge: Oxford, pp. 220-235. ISBN 9780415345743

Gale, T. (2006) How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling. In: Doecke, B., Howie, M. and Sawyer, W. (eds.) Only Connect: English Teaching, Schooling and Community. Series: AATE interface series. Wakefield Press in association with the Australian Association for the Teaching of English: Kent Town, S.A, pp. 99-119. ISBN 9781862546981

Gale, T. (2006) How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling. English in Australia, 41(2), pp. 12-26.

Williams, J., Gale, T. and Ryan, J. (2006) Will I or Won’t I? Secondary School Students’ Aspirations for University Study: Final Report. Project Report. Monash University, Caulfield East.

2005

Gale, T. , Peeler, E. and Jane, B. (2005) C.O.A.C.H. Community Mentoring Evaluation: Interim Report. Project Report. Faculty of Education, Monash Universtiy.

Gale, T. (2005) Rough Justice: Young people in the shadows. Series: Adolescent cultures, school, and society, 32. P. Lang: New York, NY. ISBN 9780820468020

2004

Mills, C. and Gale, T. (2004) Parent participation in disadvantaged schools: moving beyond attributions of blame. Australian Journal of Education, 48(3), pp. 268-281. (doi:10.1177/000494410404800305)

Gale, T. and Cosgrove, D. (2004) 'We learnt that last week': reading into the language practices of teachers. Teachers and Teaching: Theory and Practice, 10(2), pp. 125-134. (doi:10.1080/1354060042000187982)

Mills, C. and Gale, T. (2004) Doing research with teachers, parents and students: the ethics and politics of collaborative research. In: Coombes, P., Danaher, M. and Danaher, P.A. (eds.) Strategic Uncertainties: Ethics, Politics and Risk in Contemporary Educational Research. Post Pressed: Flaxton, pp. 89-101. ISBN 9781876682729

Mills, C. and Gale, T. (2004) 'I'm your new teacher': the impact of teacher mobility on educational opportunities for marginalised students. Melbourne Studies in Education, 45(2), pp. 67-82. (doi:10.1080/17508487.2004.9558616)

Murray, S., Mitchell, J., Gale, T. , Edwards, J. and Zyngier, D. (2004) Student Disengagement from Primary Schooling: A Review of Research and Practice: A Report for the CASS Foundation. Project Report. CASS Foundation.

2003

Zyngler, D. and Gale, T. (2003) Non Traditional and Non Systemic Educational Programs in FMP Secondary Schools: Final Report. Project Report. Monash University, Melbourne.

Edwards, J., Gale, T. and Murphy, E. (2003) Talking With Their Feet: Student Absenteeism and Compulsory Schooling. In: 48th ICET World Assembly, Melbourne, Australia, 20-25 Jul 2003, pp. 152-163.

Gale, T. and Murphy, E. (2003) FMP Environmental Scan 2002. Project Report. Frankston Mornington Peninsula Local Learning Employment Network, Frankston.

Gale, T. (2003) Realising policy: the who and how of policy production. Discourse: Studies in the Cultural Politics of Education, 24(1), pp. 51-65. (doi:10.1080/01596300303026)

Gale, T. and Densmore, K. (2003) Democratic educational leadership in contemporary times. International Journal of Leadership in Education, 6(2), pp. 119-136. (doi:10.1080/13603120304819)

Gale, T. and Densmore, K. (2003) Engaging Teachers: Towards A Radical Democratic Agenda For Schooling. Open University Press: Maidenhead. ISBN 9780335210268

Gale, T. and Kitto, S. (2003) Sailing into the wind: new disciplines in Australian higher education. British Journal of Sociology of Education, 24(4), pp. 501-514. (doi:10.1080/01425690301915)

Mills, C. and Gale, T. (2003) Transient teachers: mixed messages of schooling in regional Australia. Journal of Research in Rural Education, 18(3), pp. 145-151.

Zyngier, D. and Gale, T. (2003) Productive Pedagogies: Is it an Intelligible Language for Preservice Teachers. In: 48th ICET World Assembly, Melbourne, Australia, 20-25 Jul 2003, pp. 427-543.

2002

Gale, T. , Danaher, P., Rowan, R. and Mills, S. (2002) Portraits of Students at Educational Risk. Project Report. Central Queensland University, Rockhampton.

Gale, T. , Mills, S. and Danaher, P. (2002) Doing School in Mount Morgan. Project Report. Central Queensland University, Rockhampton.

Gale, T. (2002) Degrees of difficulty: an ecological account of learning in Australian higher education. Studies in Higher Education, 27(1), pp. 65-78. (doi:10.1080/03075070120099377)

Gale, T. and Densmore, K. (2002) Student success and failure: as a matter of fact or just how they are portrayed? Asia-Pacific Journal of Teacher Education, 30(1), pp. 7-23. (doi:10.1080/13598660120114940)

2001

Gale, T. (2001) Critical policy sociology: historiography, archaeology and genealogy as methods of policy analysis. Journal of Education Policy, 16(5), pp. 379-393. (doi:10.1080/02680930110071002)

Gale, T. (2001) To speak of academic achievement and justice: a dialogue of time and place for students and their schooling. Teaching Education, 12(3), pp. 371-380. (doi:10.1080/10476210120096614)

Gale, T. (2001) Under what conditions? Including students with learning disabilities within Australian classrooms. Journal of Moral Education, 30(3), pp. 261-272. (doi:10.1080/03057240120077264)

Gale, T. and Densmore, K. (2001) Questions of (re)production and legitimation: a second screening of three films on teacher-student relations. Journal of Curriculum Studies, 33(5), pp. 601-619. (doi:10.1080/00220270010023830)

Mills, C. and Gale, T. (2001) Recognitive justice: renewed commitment to socially just schooling. In: Knight, B.A. and Rowan, L. (eds.) Researching in Contemporary Educational Environments. Post Pressed: Flaxton, pp. 64-83. ISBN 9781876682286

Trood, C. and Gale, T. (2001) The diffusion of policy in contexts of practice: flexible delivery in Australian vocational education and training. Journal of Vocational Education and Training, 53(1), pp. 161-176. (doi:10.1080/13636820100200152)

2000

Gale, T. (2000) Putting academics in their place. Australian Educational Researcher, 27(2), pp. 121-136. (doi:10.1007/BF03219724)

Danaher, P.A., Gale, T. and Erben, T. (2000) The teacher educator as (re)negotiated professional: critical incidents in steering between state and market in Australia. Journal of Education for Teaching, 26(1), pp. 55-71. (doi:10.1080/02607470050007138)

Gale, T. (2000) Are we raising the standards of language use or just playing games? Melbourne Studies in Education, 41(1), pp. 63-90. (doi:10.1080/17508480009556344)

Gale, T. (2000) (Dis)ordering teacher education: from problem students to problem-based learning. Journal of Education for Teaching, 26(2), pp. 127-138. (doi:10.1080/02607470050127045)

Gale, T. (2000) Rethinking social justice in schools: how will we recognize it when we see it? International Journal of Inclusive Education, 4(3), pp. 253-269. (doi:10.1080/13603110050059178)

Gale, T. and Densmore, K. (2000) Just Schooling: Explorations in the cultural politics of teaching. Open University Press: Buckingham. ISBN 9780335203222

1999

Gale, T. (1999) Review essay: what counts as higher education? Pursuing intellectually compelling ideas. Australian Educational Researcher, 26(2), pp. 127-137. (doi:10.1007/BF03219699)

Gale, T. (1999) Fair contest or elite sponsorship? Entry settlements in Australian higher education. Higher Education Policy, 12(1), pp. 69-91. (doi:10.1016/S0952-8733(98)00032-4)

Gale, T. (1999) Policy trajectories: treading the discursive path of policy analysis. Discourse: Studies in the Cultural Politics of Education, 20(3), pp. 393-407. (doi:10.1080/0159630990200304)

1998

Gale, T. , Erben, T. and Danaher, P.A. (1998) Towards a new settlement in Australian teacher education. In: Danaher, P.A., Gale, T. and Erben, T. (eds.) Diversity, Difference and Discontinuity: (Re)Mapping Teacher Education for the Next Decade: Refereed Proceedings of the 27th Annual Conference of the Australian Teacher Education Association Yeppoon, Queensland, Australia, 5-8 July. The Australian Teacher Education Association: Rockhampton. ISBN 9781875902934

Gale, T. and Wyer, D. (1998) Difficult times, difficult students? Teaching students with learning difficulties to be teachers. In: Danaher, P.A., Gale, T. and Erben, T. (eds.) Diversity, Difference and Discontinuity: (Re)Mapping Teacher Education for the Next Decade: Refereed Proceedings of the 27th Annual Conference of the Australian Teacher Education Association Yeppoon, Queensland, Australia, 5-8 July. The Australian Teacher Education Association: Rockhampton. ISBN 9781875902934

1997

Gale, T. and Jackson, C. (1997) Preparing professionals: student teachers and their supervisors at work. Asia-Pacific Journal of Teacher Education, 25(2), pp. 177-191. (doi:10.1080/1359866970250207)

Singh, M., Bartlett, L., Rowan, L., Gale, T. and Roylance, P. (1997) Moves to restructure the work of principals, of teaching, and human resource management. Journal of School Leadership, 7, pp. 69-91.

1996

Gale, T. (1996) Assessing literacy: new patches on old garments or a re-channelling of the mainstream. In: Warry, M. (ed.) Navigating in a Sea of Change: Second Set of Working Papers of the Higher Education Policy Project. Central Queensland University Press: Rockhampton, pp. 143-150. ISBN 9781875998081

Gale, T. and McNamee, P. (1996) Increasing access, chancing equity: social justice and Australian higher education. In: Warry, M. (ed.) Navigating in a Sea of Change: Second Set of Working Papers of the Higher Education Policy Project. Central Queensland University Press: Rockhampton, pp. 16-26. ISBN 9781875998081

Singh, M. G. and Gale, T. (1996) Restructuring teacher education, the national interest and globalisation. Asia-Pacific Journal of Teacher Education, 24(1), pp. 17-32. (doi:10.1080/1359866960240103)

1995

Gale, T.C. and McNamee, P.J. (1995) Alternative pathways to traditional destinations: higher education for disadvantaged Australians. British Journal of Sociology of Education, 16(4), pp. 437-450.

1994

Gale, T.C. (1994) Just out of reach: access to equity in Australian higher education. Australian Universities' Review, 37(2), pp. 8-12.

Gale, T.C. (1994) Beyond caricature: exploring theories of educational policy production and implementation. Australian Educational Researcher, 21(2), pp. 1-12. (doi:10.1007/BF03219564)

Gale, T. (1994) University entrance in Queensland: post World War II challenges to the influence of the University of Queensland. History of Education Review, 23(1), pp. 38-52.

Gale, T.C. (1994) Story‐telling and policy making: the construction of university entrance problems in Australia. Journal of Education Policy, 9(3), pp. 227-232. (doi:10.1080/0268093940090303)

1993

Gale, T. (1993) Good politics or good management: the making of higher education entry policy in Queensland. In: Bella, M., McCollow, J. and Knight, J.W. (eds.) Higher Education in Transition: Working Papers of the Higher Education Policy Project. Graduate School of Education, University of Queensland: Brisbane, pp. 66-77. ISBN 9780867765373

This list was generated on Mon Oct 14 07:54:14 2019 BST.
Number of items: 135.

Articles

Mills, C., Gale, T. , Parker, S. , Smith, C. and Cross, R. (2019) Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling. British Journal of Sociology of Education, 40(5), pp. 614-630. (doi:10.1080/01425692.2019.1582322)

Rowlands, J. and Gale, T. (2019) National research assessment frameworks, publication output targets and research practices: the compliance-habitus effect. Beijing International Review of Education, 1(1), pp. 138-161. (doi:10.1163/25902547-00101011)

Molla, T. and Gale, T. (2018) Positional matters: school leaders engaging with national equity agendas. Journal of Education Policy, (doi:10.1080/02680939.2018.1556811) (Early Online Publication)

Sugiono, S., Skourdoumbis, A. and Gale, T. (2018) Bridging homes and classrooms: advancing students’ capabilities. Teaching Education, 29(1), pp. 17-32. (doi:10.1080/10476210.2017.1346602)

Gale, T. , Mills, C. and Cross, R. (2017) Socially inclusive teaching: belief, design, action as pedagogic work. Journal of Teacher Education, 68(3), pp. 345-356. (doi:10.1177/0022487116685754)

Gale, T. and Parker, S. (2017) Retaining students in Australian higher education: cultural capital and field distinction. European Educational Research Journal, 16(1), pp. 80-96. (doi:10.1177/1474904116678004)

Mills, C., Molla, T., Gale, T. , Cross, R., Parker, S. and Smith, C. (2017) Metaphor as a methodological tool: identifying teachers’ social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, 38(6), pp. 856-871. (doi:10.1080/01425692.2016.1182009)

Webb, S., Bathmaker, A.-M., Gale, T. , Hodge, S., Parker, S. and Rawolle, S. (2017) Higher vocational education and social mobility: educational participation in Australia and England. Journal of Vocational Education and Training, 69(1), pp. 147-167. (doi:10.1080/13636820.2016.1269359)

Gale, T. and Molla, T. (2015) Social justice intents in policy: an analysis of capability for and through education. Journal of Education Policy, 30(6), pp. 810-830. (doi:10.1080/02680939.2014.987828)

Gale, T. (2015) Widening and expanding participation in Australian higher education: in the absence of sociological imagination. Australian Educational Researcher, 42(2), pp. 257-271. (doi:10.1007/s13384-014-0167-7)

Gale, T. and Parker, S. (2015) To aspire: a systematic reflection on understanding aspirations in higher education. Australian Educational Researcher, 42(2), pp. 139-153. (doi:10.1007/s13384-014-0165-9)

Gale, T. and Lingard, B. (2015) Evoking and provoking Bourdieu in educational research. Cambridge Journal of Education, 45(1), pp. 1-8. (doi:10.1080/0305764X.2014.998626)

Gale, T. and Parker, S. (2015) Calculating student aspiration: Bourdieu, spatiality and the politics of recognition. Cambridge Journal of Education, 45(1), pp. 81-96. (doi:10.1080/0305764X.2014.988685)

Molla, T. and Gale, T. (2015) Inequality in Ethiopian higher education: reframing the problem as capability deprivation. Discourse: Studies in the Cultural Politics of Education, 36(3), pp. 383-397. (doi:10.1080/01596306.2013.871447)

Zipin, L., Sellar, S., Brennan, M. and Gale, T. (2015) Educating for futures in marginalized regions: a sociological framework for rethinking and researching aspirations. Educational Philosophy and Theory, 47(3), pp. 227-246. (doi:10.1080/00131857.2013.839376)

Gale, T. and Hodge, S. (2014) Just imaginary: delimiting social inclusion in higher education. British Journal of Sociology of Education, 35(5), pp. 688-709. (doi:10.1080/01425692.2014.919841)

Gale, T. and Parker, S. (2014) Navigating change: a typology of student transition in higher education. Studies in Higher Education, 39(5), pp. 734-753. (doi:10.1080/03075079.2012.721351)

Molla, T. and Gale, T. (2014) Higher education development and knowledge economy optimism in Ethiopia. Knowledge Cultures, 2(4), pp. 110-132.

Skourdoumbis, A. and Gale, T. (2013) Classroom teacher effectiveness research: a conceptual critique. British Educational Research Journal, 39(5), pp. 892-906. (doi:10.1002/berj.3008)

Gale, T. and Mills, C. (2013) Creating spaces in higher education for marginalised Australians: principles for socially inclusive pedagogies. Enhancing Learning in the Social Sciences, 5(2), pp. 7-19. (doi:10.11120/elss.2013.00008)

Gale, T. (2012) Towards a southern theory of student equity in Australian higher education: enlarging the rationale for expansion. International Journal of Sociology of Education, 1(3), pp. 238-262. (doi:10.4471/rise.2012.14)

Gale, T. (2011) Student equity’s starring role in Australian higher education: not yet centre field. Australian Educational Researcher, 38(1), pp. 5-23. (doi:10.1007/s13384-010-0007-3)

Gale, T. (2011) Expansion and equity in Australian higher education: three propositions for new relations. Discourse: Studies in the Cultural Politics of Education, 32(5), pp. 669-685. (doi:10.1080/01596306.2011.620751)

Gale, T. and Tranter, D. (2011) Social justice in Australian higher education policy: an historical and conceptual account of student participation. Critical Studies in Education, 52(1), pp. 29-46. (doi:10.1080/17508487.2011.536511)

Mills, C. and Gale, T. (2011) Re‐asserting the place of context in explaining student (under‐)achievement. British Journal of Sociology of Education, 32(2), pp. 239-256. (doi:10.1080/01425692.2011.547309)

Sellar, S. and Gale, T. (2011) Mobility, aspiration, voice: a new structure of feeling for student equity in higher education. Critical Studies in Education, 52(2), pp. 115-134. (doi:10.1080/17508487.2011.572826)

Sellar, S., Gale, T. and Parker, S. (2011) Appreciating aspirations in Australian higher education. Cambridge Journal of Education, 41(1), pp. 37-52. (doi:10.1080/0305764X.2010.549457)

Lingard, B. and Gale, T. (2010) Defining educational research: a perspective of/on presidential addresses and the australian association for research in education. Australian Educational Researcher, 37(1), pp. 21-49. (doi:10.1007/BF03216912)

Gale, T. (2010) Social inquiry and social action: priorities for preparing school leaders. Scholar-Practitioner Quarterly, 4(4), pp. 316-318.

Sellar, S. and Gale, T. (2009) Pedagogies of critique: struggling with what and how to think. Pedagogy, Culture and Society, 17(1), pp. 103-114. (doi:10.1080/14681360902742936)

Lingard, B. and Gale, T. (2007) The emergent structure of feeling: what does it mean for critical educational studies and research? Critical Studies in Education, 48(1), pp. 1-23. (doi:10.1080/17508480601131456)

Mills, C. and Gale, T. (2007) Researching social inequalities in education: towards a Bourdieuian methodology. International Journal of Qualitative Studies in Education, 20(4), pp. 433-447. (doi:10.1080/09518390601176523)

Gale, T. (2006) Towards a theory and practice of policy engagement: higher education research policy in the making. Australian Educational Researcher, 33(2), pp. 1-14. (doi:10.1007/BF03216831)

Gale, T. (2006) How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling. English in Australia, 41(2), pp. 12-26.

Mills, C. and Gale, T. (2004) Parent participation in disadvantaged schools: moving beyond attributions of blame. Australian Journal of Education, 48(3), pp. 268-281. (doi:10.1177/000494410404800305)

Gale, T. and Cosgrove, D. (2004) 'We learnt that last week': reading into the language practices of teachers. Teachers and Teaching: Theory and Practice, 10(2), pp. 125-134. (doi:10.1080/1354060042000187982)

Mills, C. and Gale, T. (2004) 'I'm your new teacher': the impact of teacher mobility on educational opportunities for marginalised students. Melbourne Studies in Education, 45(2), pp. 67-82. (doi:10.1080/17508487.2004.9558616)

Gale, T. (2003) Realising policy: the who and how of policy production. Discourse: Studies in the Cultural Politics of Education, 24(1), pp. 51-65. (doi:10.1080/01596300303026)

Gale, T. and Densmore, K. (2003) Democratic educational leadership in contemporary times. International Journal of Leadership in Education, 6(2), pp. 119-136. (doi:10.1080/13603120304819)

Gale, T. and Kitto, S. (2003) Sailing into the wind: new disciplines in Australian higher education. British Journal of Sociology of Education, 24(4), pp. 501-514. (doi:10.1080/01425690301915)

Mills, C. and Gale, T. (2003) Transient teachers: mixed messages of schooling in regional Australia. Journal of Research in Rural Education, 18(3), pp. 145-151.

Gale, T. (2002) Degrees of difficulty: an ecological account of learning in Australian higher education. Studies in Higher Education, 27(1), pp. 65-78. (doi:10.1080/03075070120099377)

Gale, T. and Densmore, K. (2002) Student success and failure: as a matter of fact or just how they are portrayed? Asia-Pacific Journal of Teacher Education, 30(1), pp. 7-23. (doi:10.1080/13598660120114940)

Gale, T. (2001) Critical policy sociology: historiography, archaeology and genealogy as methods of policy analysis. Journal of Education Policy, 16(5), pp. 379-393. (doi:10.1080/02680930110071002)

Gale, T. (2001) To speak of academic achievement and justice: a dialogue of time and place for students and their schooling. Teaching Education, 12(3), pp. 371-380. (doi:10.1080/10476210120096614)

Gale, T. (2001) Under what conditions? Including students with learning disabilities within Australian classrooms. Journal of Moral Education, 30(3), pp. 261-272. (doi:10.1080/03057240120077264)

Gale, T. and Densmore, K. (2001) Questions of (re)production and legitimation: a second screening of three films on teacher-student relations. Journal of Curriculum Studies, 33(5), pp. 601-619. (doi:10.1080/00220270010023830)

Trood, C. and Gale, T. (2001) The diffusion of policy in contexts of practice: flexible delivery in Australian vocational education and training. Journal of Vocational Education and Training, 53(1), pp. 161-176. (doi:10.1080/13636820100200152)

Gale, T. (2000) Putting academics in their place. Australian Educational Researcher, 27(2), pp. 121-136. (doi:10.1007/BF03219724)

Danaher, P.A., Gale, T. and Erben, T. (2000) The teacher educator as (re)negotiated professional: critical incidents in steering between state and market in Australia. Journal of Education for Teaching, 26(1), pp. 55-71. (doi:10.1080/02607470050007138)

Gale, T. (2000) Are we raising the standards of language use or just playing games? Melbourne Studies in Education, 41(1), pp. 63-90. (doi:10.1080/17508480009556344)

Gale, T. (2000) (Dis)ordering teacher education: from problem students to problem-based learning. Journal of Education for Teaching, 26(2), pp. 127-138. (doi:10.1080/02607470050127045)

Gale, T. (2000) Rethinking social justice in schools: how will we recognize it when we see it? International Journal of Inclusive Education, 4(3), pp. 253-269. (doi:10.1080/13603110050059178)

Gale, T. (1999) Review essay: what counts as higher education? Pursuing intellectually compelling ideas. Australian Educational Researcher, 26(2), pp. 127-137. (doi:10.1007/BF03219699)

Gale, T. (1999) Fair contest or elite sponsorship? Entry settlements in Australian higher education. Higher Education Policy, 12(1), pp. 69-91. (doi:10.1016/S0952-8733(98)00032-4)

Gale, T. (1999) Policy trajectories: treading the discursive path of policy analysis. Discourse: Studies in the Cultural Politics of Education, 20(3), pp. 393-407. (doi:10.1080/0159630990200304)

Gale, T. and Jackson, C. (1997) Preparing professionals: student teachers and their supervisors at work. Asia-Pacific Journal of Teacher Education, 25(2), pp. 177-191. (doi:10.1080/1359866970250207)

Singh, M., Bartlett, L., Rowan, L., Gale, T. and Roylance, P. (1997) Moves to restructure the work of principals, of teaching, and human resource management. Journal of School Leadership, 7, pp. 69-91.

Singh, M. G. and Gale, T. (1996) Restructuring teacher education, the national interest and globalisation. Asia-Pacific Journal of Teacher Education, 24(1), pp. 17-32. (doi:10.1080/1359866960240103)

Gale, T.C. and McNamee, P.J. (1995) Alternative pathways to traditional destinations: higher education for disadvantaged Australians. British Journal of Sociology of Education, 16(4), pp. 437-450.

Gale, T.C. (1994) Just out of reach: access to equity in Australian higher education. Australian Universities' Review, 37(2), pp. 8-12.

Gale, T.C. (1994) Beyond caricature: exploring theories of educational policy production and implementation. Australian Educational Researcher, 21(2), pp. 1-12. (doi:10.1007/BF03219564)

Gale, T. (1994) University entrance in Queensland: post World War II challenges to the influence of the University of Queensland. History of Education Review, 23(1), pp. 38-52.

Gale, T.C. (1994) Story‐telling and policy making: the construction of university entrance problems in Australia. Journal of Education Policy, 9(3), pp. 227-232. (doi:10.1080/0268093940090303)

Books

Gale, T. and Lingard, B. (2010) Educational Research by Association: AARE Presidential Addresses and the Field of Educational Research. Series: Review of Australian research in education (7). Sense Publishers: Rotterdam. ISBN 9789460910180

Mills, C. and Gale, T. (2010) Schooling in Disadvantaged Communities: Playing the game from the back of the field. Springer: Dordrecht. ISBN 9789048133437

Gale, T. and Densmore, K. M. (2007) La Implicación del profesorado: una agenda de democracia radical para la escuela. Octaedro: Barcelona. ISBN 9788480638975

Gale, T. (2005) Rough Justice: Young people in the shadows. Series: Adolescent cultures, school, and society, 32. P. Lang: New York, NY. ISBN 9780820468020

Gale, T. and Densmore, K. (2003) Engaging Teachers: Towards A Radical Democratic Agenda For Schooling. Open University Press: Maidenhead. ISBN 9780335210268

Gale, T. and Densmore, K. (2000) Just Schooling: Explorations in the cultural politics of teaching. Open University Press: Buckingham. ISBN 9780335203222

Book Sections

Gale, T. , Cross, R. and Mills, C. (2019) Researching teacher practice: social justice dispositions revealed in activity. In: Lynch, J., Rowlands, J., Gale, T. and Parker, S. (eds.) Practice Methodologies in Education Research. Routledge. ISBN 9780367193829 (In Press)

Lynch, J., Rowlands, J., Gale, T. and Parker, S. (2019) An outline of a theory of practice methodologies: education research as an expansive-activist endeavour. In: Lynch, J., Rowlands, J., Gale, T. and Parker, S. (eds.) Practice Methodologies in Education Research. Routledge. ISBN 9780367193829 (In Press)

Gale, T. (2019) Inclusion in higher education. In: Amey, M. and David, M. (eds.) The SAGE Encyclopedia of Higher Education. SAGE Publications. (In Press)

Cross, R., Mills, C. and Gale, T. (2018) Thinking with Bourdieu about teachers’ pedagogies and their dispositions for social justice: unthinkingness in aspiration formation. In: Stahl, G., Wallace, D., Burke, C. and Threadgold, S. (eds.) International Perspectives on Theorizing Aspirations: Applying Bourdieu’s Tools. Bloomsbury, pp. 130-144. ISBN 9781350040335

Gale, T. and Hodge, S. (2018) Just imaginary: delimiting social inclusion in higher education. In: Bhopal, K. and Shain, F. (eds.) Neoliberalism and Education: Rearticulating Social Justice and Inclusion. Routledge: London, pp. 44-65. ISBN 9781138182530

Gale, T. and Parker, S. (2018) The future of (Scottish) education: an international perspective. In: Bryce, T.G.K., Humes, W.M., Gillies, D. and Kennedy, A. (eds.) Scottish Education [5th Edition]. Edinburgh University Press: Edinburgh, pp. 937-949. ISBN 9781474437844

Gale, T. and Parker, S. (2018) Student aspiration and transition as capabilities for navigating education systems. In: Tarabini, A. and Ingram, N. (eds.) Educational Choices, Aspirations and Transitions in Europe: Systemic, Institutional and Subjective Challenges. Series: Routledge research in international and comparative education. Routledge: Abingdon, Oxon ; New York, NY, pp. 32-49. ISBN 9781138104037

Gale, T. and Parker, S. (2018) Student tuition fees in Australian higher education: a litany of public issues and private troubles. In: Riddell, S., Minty, S., Wheedon, E. and Whittaker, S. (eds.) Higher Education Funding and Access in International Perspective. Emerald: Bingley, pp. 223-240. ISBN 9781787546547

Gale, T. (2018) What's not to like about RCTs in education? In: Childs, A. and Menter, I. (eds.) Mobilising Teacher Researchers: Challenging Educational Inequality. Routledge, pp. 207-223. ISBN 9781138064607

Gale, T. and Parker, S. (2017) The prevailing logic of teacher education: privileging the practical in Australia, England and Scotland. In: Peters, M. A., Cowie, B. and Menter, I. (eds.) A Companion to Research in Teacher Education. Springer, pp. 521-535. ISBN 9789811040733 (doi:10.1007/978-981-10-4075-7)

Gale, T. and Molla, T. (2017) Deliberations on the deliberative professional: thought-action provocations. In: Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (eds.) Practice Theory and Education: Diffractive Readings In Professional Practice. Routledge, pp. 247-262. ISBN 9781138191396

Gale, T. , Molla, T. and Parker, S. (2017) The illusion of meritocracy and the audacity of elitism: expanding the evaluative space in education. In: Parker, S., Gulson, K. N. and Gale, T. (eds.) Policy and Inequality in Education. Series: Education policy & social inequality (1). Springer Singapore, pp. 7-21. ISBN 9789811040375

Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (2017) Diffractive readings in practice theory. In: Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (eds.) Practice Theory and Education: Diffractive Readings in Professional Practice. Routledge: London, pp. 1-19. ISBN 9781138191396

Rowlands, J. and Gale, T. (2017) Shaping and being shaped: extending the relationship between habitus and practice. In: Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (eds.) Practice Theory and Education: Diffractive Readings In Professional Practice. Routledge, pp. 91-107. ISBN 9781138191396

Sellar, S. and Gale, T. (2016) Framing student equity in higher education: national and global policy contexts of A Fair Chance for All. In: Harvey, A., Burheim, C. and Brett, M. (eds.) Student Equity in Australian Higher Education: Twenty-Five Years of A Fair Chance for All. Springer: Singapore, pp. 39-52. ISBN 9789811003134 (doi:10.1007/978-981-10-0315-8_3)

Gale, T. and Parker, S. (2014) Navigating student transition in higher education: induction, development, becoming. In: Brook, H., Fergie, D., Maeorg, M. and Michell, D. (eds.) Universities in Transition: Foregrounding Social Contexts of Knowledge in the First Year Experience. University of Adelaide Press: Adelaide, pp. 13-40. ISBN 9781922064820

Gale, T. (2014) Reimagining student equity and aspiration in a global higher education field. In: Zhang, H., Chan, P.W.K. and Boyle, C. (eds.) Equality in Education: Fairness and Inclusion. Sense Publishers: Rotterdam, pp. 9-22. ISBN 9789462096912

Gale, T. and Tranter, D. (2012) Social justice as a matter of policy: higher education for the masses. In: Basit, T.N. and Tomlinson, S. (eds.) Social Inclusion and Higher Education. Policy Press: Bristol, pp. 149-169. ISBN 9781447316213

Sellar, S. and Gale, T. (2012) Aspiration and education: toward new terms of engagement for marginalised students. In: McMahon, B.J. and Portelli, J.P. (eds.) Student Engagement in Urban Schools: Beyond Neoliberal Discourses. Information Age Publishing: Charlotte, NC, pp. 91-109. ISBN 9781617357329

Lingard, B. and Gale, T. (2010) Presidential address as pedagogy: representing and constituting the field of educational research. In: Gale, T. and Lingard, B. (eds.) Educational Research By Association: AARE Presidential Addresses And The Field Of Educational Research. Series: Review of Australian research in education (7). Sense Publishers: Rotterdam, pp. 1-22. ISBN 9789460910180

Gale, T. (2007) Critical policy sociology: historiography, archaeology and genealogy as methods of policy analysis. In: Ball, S.J.,, Goodson, I. and Maguire, M. (eds.) Education, Globalisation and New Times. Series: Education heritage series. Routledge: London, pp. 148-166. ISBN 9780415425988

Gale, T. and Cross, R. (2007) Nebulous goobledegook: the politics of (re)learning how and what to teach in Australia. In: Berry, A., Clemans, A. and Kostogriz, A. (eds.) Dimensions Of Professional Learning: Professionalism, Practice and Identity. Series: Professional learning (3). Sense Publishers: Rotterdam, pp. 5-22. ISBN 9789087900014

Gale, T. (2006) The who and how of policy production. In: Lingard, B. and Ozga, J. (eds.) The RoutledgeFalmer Reader in Education Policy and Politics. Series: Readers in education. Routledge: Oxford, pp. 220-235. ISBN 9780415345743

Gale, T. (2006) How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling. In: Doecke, B., Howie, M. and Sawyer, W. (eds.) Only Connect: English Teaching, Schooling and Community. Series: AATE interface series. Wakefield Press in association with the Australian Association for the Teaching of English: Kent Town, S.A, pp. 99-119. ISBN 9781862546981

Mills, C. and Gale, T. (2004) Doing research with teachers, parents and students: the ethics and politics of collaborative research. In: Coombes, P., Danaher, M. and Danaher, P.A. (eds.) Strategic Uncertainties: Ethics, Politics and Risk in Contemporary Educational Research. Post Pressed: Flaxton, pp. 89-101. ISBN 9781876682729

Mills, C. and Gale, T. (2001) Recognitive justice: renewed commitment to socially just schooling. In: Knight, B.A. and Rowan, L. (eds.) Researching in Contemporary Educational Environments. Post Pressed: Flaxton, pp. 64-83. ISBN 9781876682286

Gale, T. , Erben, T. and Danaher, P.A. (1998) Towards a new settlement in Australian teacher education. In: Danaher, P.A., Gale, T. and Erben, T. (eds.) Diversity, Difference and Discontinuity: (Re)Mapping Teacher Education for the Next Decade: Refereed Proceedings of the 27th Annual Conference of the Australian Teacher Education Association Yeppoon, Queensland, Australia, 5-8 July. The Australian Teacher Education Association: Rockhampton. ISBN 9781875902934

Gale, T. and Wyer, D. (1998) Difficult times, difficult students? Teaching students with learning difficulties to be teachers. In: Danaher, P.A., Gale, T. and Erben, T. (eds.) Diversity, Difference and Discontinuity: (Re)Mapping Teacher Education for the Next Decade: Refereed Proceedings of the 27th Annual Conference of the Australian Teacher Education Association Yeppoon, Queensland, Australia, 5-8 July. The Australian Teacher Education Association: Rockhampton. ISBN 9781875902934

Gale, T. (1996) Assessing literacy: new patches on old garments or a re-channelling of the mainstream. In: Warry, M. (ed.) Navigating in a Sea of Change: Second Set of Working Papers of the Higher Education Policy Project. Central Queensland University Press: Rockhampton, pp. 143-150. ISBN 9781875998081

Gale, T. and McNamee, P. (1996) Increasing access, chancing equity: social justice and Australian higher education. In: Warry, M. (ed.) Navigating in a Sea of Change: Second Set of Working Papers of the Higher Education Policy Project. Central Queensland University Press: Rockhampton, pp. 16-26. ISBN 9781875998081

Gale, T. (1993) Good politics or good management: the making of higher education entry policy in Queensland. In: Bella, M., McCollow, J. and Knight, J.W. (eds.) Higher Education in Transition: Working Papers of the Higher Education Policy Project. Graduate School of Education, University of Queensland: Brisbane, pp. 66-77. ISBN 9780867765373

Edited Books

Lynch, J., Rowlands, J., Gale, T. and Parker, S. (Eds.) (2019) Practice Methodologies in Education Research. Routledge. ISBN 9780367193829 (In Press)

Parker, S. , Gulson, K. N. and Gale, T. (Eds.) (2017) Policy and Inequality in Education. Series: Education policy & social inequality. Springer Singapore. ISBN 9789811040375

Lynch, J., Rowlands, J., Gale, T. and Skourdoumbis, A. (Eds.) (2017) Practice Theory and Education: Diffractive Readings in Professional Practice. Routledge: London. ISBN 9781138191396

Research Reports or Papers

Livingston, K. , Doherty, C. , Lido, C. , Cassar, R., Dunkley, R. , Gale, T. and Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report. Project Report. School of Education, University of Glasgow, Glasgow. (Unpublished)

Gale, T. , Parker, S. , Molla, T., Findlay, K. and Sealey, T. (2015) Student Preferences for Bachelor Degrees at TAFE: The Socio-Spatial Influence of Schools. Project Report. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Gale, T. and Parker, S. (2013) Widening Participation in Australian Higher Education: Report Submitted to HEFCE and OFFA. Project Report. CFE (Research and Consulting) Ltd., Leicester.

Gale, T. , Parker, S. , Rodd, P., Stratton, G. and Sealey, T. (2013) Student Aspirations for Higher Education in Central Queensland: A Survey of School Students’ Navigational Capacities. Project Report. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Gale, T. , Parker, S. , Rawolle, S., Charlton, E., Rodd, P., Skourdoumbis, A. and Molla, T. (2013) VET Providers, Associate and Bachelor Degrees, and Disadvantaged Learners. Project Report. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Parker, S. , Stratton, G., Gale, T. , Rodd, P. and Sealey, T. (2013) Higher Education and Student Aspiration: A study of the adaptive preferences of Year 9 students in Corio, Victoria. UNSPECIFIED. Centre for Research in Education Futures and Innovation (CREFI), Deakin University, Melbourne.

Gale, T. and Parker, S. (2011) Good Practice Report: Student Transition into Higher Education. Project Report. Australian Learning and Teaching Council.

Gale, T. , Hattam, R., Comber, B., Tranter, D., Bills, D., Sellar, S. and Parker, S. (2010) Interventions Early in School as a Means to Improve Higher Education Outcomes for Disadvantaged Students. Project Report. National Centre for Student Equity in Higher Education, Adelaide, Australia.

Gale, T. , Sellar, S., Parker, S. , Hattam, R., Comber, B., Tranter, D. and Bills, D. (2010) Interventions Early in School as a Means to Improve Higher Education Outcomes for Disadvantaged (Particularly Low SES) Students. Project Report. Department of Education, Employment and Workplace Relations (DEEWR), Adelaide.

Doecke, B., Parr, G., North, S., Gale, T. , Long, M., Mitchell, J., Rennie, J. and Williams, J. (2008) National Mapping of Teacher Professional Learning Project: Final Report. Project Report. Department of Education, Employment and Workplace Relations, Canberra.

Williams, J., Gale, T. and Ryan, J. (2006) Will I or Won’t I? Secondary School Students’ Aspirations for University Study: Final Report. Project Report. Monash University, Caulfield East.

Gale, T. , Peeler, E. and Jane, B. (2005) C.O.A.C.H. Community Mentoring Evaluation: Interim Report. Project Report. Faculty of Education, Monash Universtiy.

Murray, S., Mitchell, J., Gale, T. , Edwards, J. and Zyngier, D. (2004) Student Disengagement from Primary Schooling: A Review of Research and Practice: A Report for the CASS Foundation. Project Report. CASS Foundation.

Zyngler, D. and Gale, T. (2003) Non Traditional and Non Systemic Educational Programs in FMP Secondary Schools: Final Report. Project Report. Monash University, Melbourne.

Gale, T. and Murphy, E. (2003) FMP Environmental Scan 2002. Project Report. Frankston Mornington Peninsula Local Learning Employment Network, Frankston.

Gale, T. , Danaher, P., Rowan, R. and Mills, S. (2002) Portraits of Students at Educational Risk. Project Report. Central Queensland University, Rockhampton.

Gale, T. , Mills, S. and Danaher, P. (2002) Doing School in Mount Morgan. Project Report. Central Queensland University, Rockhampton.

Conference or Workshop Item

Gale, T. and Parker, S. (2016) Coming to Terms with Aspiration for Higher Education. British Educational Research Association (BERA), Annual Conference, Leeds, UK, 13-15 Sep 2016. (Unpublished)

Gale, T. and Parker, S. (2016) Conceiving of aspiration for higher education and the terms of recognition. ECER 2016, Dublin, Ireland, 23-26 Aug 2016.

Gale, T. and Parker, S. (2014) Disadvantaged Student Retention in Australian Higher Education: Crisis or Conflicting Capitals? Australian Education Research Association (AARE) Annual Conference, Brisbane, Australia, 30 Nov - 04 Dec 2014. (Unpublished)

Parker, S. , Gale, T. and Molla, T. (2014) Leading Social Justice in Education: Emerging Issues from Australian Schools. British Educational Research Association (BERA) Annual Conference, London, UK, 23-25 Sep 2014. (Unpublished)

Gale, T. and Parker, S. (2014) Retaining students from disadvantaged backgrounds in Australian higher education: The conflicting agendas of raising capital and preserving distinction. ECER 2014, Porto, Portugal, 02-05 Sep 2014. (Unpublished)

Parker, S. , Gale, T. , Mills, C. and Cross, R. (2014) Teachers’ Social Justice Dispositions, Pedagogic Authority and Classroom Practice in Advantaged and Disadvantaged Contexts. Inaugural Conference of the Melbourne Social Equity Institute: Imagining Social Equity, Melbourne, Australia, 28 Feb - 01 Mar 2014. (Unpublished)

Skourdoumbis, A., Parker, S. and Gale, T. (2013) Capabilities and Australian Schooling Policy: Implications for Teachers’ Pedagogic Work. Australian Association for Research in Education (AARE) 2013, Adelaide, Australia, 02-05 Dec 2013. (Unpublished)

Parker, S. , Gale, T. and Bok, J. (2013) Widening Participation, Narrowing Aspiration: Privileging Higher Education as Destination. ECER 2013, Istanbul, Turkey, 10-13 Sep 2013. (Unpublished)

Parker, S. , Gale, T. and Bok, J. (2013) Moving Beyond Taste: Desire and Capability for Higher Education Aspirations. British Educational Research Association (BERA) Annual Conference 2013, Brighton, UK, 03-05 Sep 2013. (Unpublished)

Parker, S. , Gale, T. and Bok, J. (2012) ‘This isn’t for the likes of us’: Taste and capability in aspirations for higher education. Australian Education Research Association (AARE) Annual Conference 2012, Sydney, Australia, 02-06 Dec 2012. (Unpublished)

Gale, T. and Parker, S. (2012) Transportation, Transformation, Whole of Life: Three Metaphors for Student Transition in Higher Education. ECER 2012, Cadiz, Spain, 18-21 Sep 2012. (Unpublished)

Gale, T. and Parker, S. (2012) The Capacity to Navigate Change: Academic Capital and Student Transition Into Higher Education. BERA 2012, Manchester, UK, 04-06 Sep 2012. (Unpublished)

Conference Proceedings

Edwards, J., Gale, T. and Murphy, E. (2003) Talking With Their Feet: Student Absenteeism and Compulsory Schooling. In: 48th ICET World Assembly, Melbourne, Australia, 20-25 Jul 2003, pp. 152-163.

Zyngier, D. and Gale, T. (2003) Productive Pedagogies: Is it an Intelligible Language for Preservice Teachers. In: 48th ICET World Assembly, Melbourne, Australia, 20-25 Jul 2003, pp. 427-543.

This list was generated on Mon Oct 14 07:54:14 2019 BST.

Grants

Vocational institutions, undergraduate degrees: distinction or inequality, Australian Research Council (2017-2019)

Project KEW (Knowledge Exchange, Wales), University of Wales Trinity St David (2017-2019)

Social justice dispositions informing teachers’ pedagogy in advantaged & disadvantaged secondary schools, Australian Research Council (2013-2017)


Supervision

Michael Taylor, PhD candidate (A Bourdieuian analysis of assessment policy)