┴˝┴ź╣┘═° School of Education┬áhas a strong research┬áprogram exploring┬áthe┬ásociology┬áof┬áeducation.┬áThe┬áSystems, Structures and Social Justice┬áResearch┬áCommunity┬ástudies┬áthe role of education, broadly construed, in the creation, maintenance and/or disruption of social difference and inequality.┬á

With a view of education through the prism of sociology, the research focuses on:

  • The equitable operation of primary, secondary and higher education systems
  • How educational institutions socialise young people within broader society┬á
  • The ways in which teachersÔÇÖ work can operate to both reinforce and disrupt patterns of inequality
  • Teachers as subject to, as well as constructing, social, cultural and political dynamics in education systems.

Research aims

The┬áSystems, Structures and Social Justice Research Community┬áengages with issues of inequitable provision╠ř▓╣▓ď╗ň╠řunequal outcomes┬áacross early childhood,┬áschool and┬áhigher education,┬áas well as┬áadult┬áand other lifelong learning contexts.┬áThe community brings expertise in the analysis of power relations including issues of social class,┬árace, gender and geographic inequalities.┬áIt's┬áthese shifting,┬áyet enduring concerns with which the┬ásociology┬áof┬áeducation┬áresearch community engages.


The┬áSystems, Structures and Social Justice Research Community┬áis┬áa┬ánewly formed┬ágroup so┬áweÔÇÖre┬áyet to┬álaunch collective projects. However, ongoing activities include regular meetings (virtually and┬áface-to-face post COVID-19) for sharing and progressing research activity┬áwith the view to┬ádevelop┬ácollaborative research projects within and beyond the group.┬á

In addition, within the group and extending outside of the school are a range of collaborative projects supporting the interests of the sociology of education community. Please see our staff member profiles listed below for further details on these projects and associated publications.

  • A small collaborative research project is┬áongoing┬ábetween┬á╠ř▓╣▓ď╗ň╠ř. This project on Indigenous students and their experiences of higher education will investigate issues impacting on studentsÔÇÖ┬ácapacity to complete undergraduate courses at┬áuniversity. It plans to investigate issues such as teaching styles, curriculum┬áand university structures.┬áIt's┬áintended that this work will complement a broader bodywork undertaken by Sally Baker on higher education and equity,┬áas well as┬áinform the development and thinking behind a recently submitted ARC grant.

  • ┬áis also working with Dr Rose┬áAmazan┬áand Shanna Langdon (EdD candidate) and external collaborators including Dr Greg Vass, Dr Christine Grice and Dr Cathie Burgess┬áto help develop┬áthe Aboriginal Voices project. This┬áproject┬áhas been┬ádeveloped over four years to affect the whole school development and management of education for Aboriginal students. Its key features include:

    • Transformative leadership
    • School and community engagement
    • Pedagogic change┬á
    • Student voice.
  • External to the┬áschool,┬á┬áhas been working collaboratively with cross-institutional researchers from the University of Sydney, University of Technology Sydney and Curtin University considering teacher workload in contexts of devolution and across variously advantaged schooling sites. Currently this team have a project planned to consider these issues in the context of COVID-19. Stacey┬áalso┬áworks collaboratively with Associate Professor Nicole┬áMockler┬áfrom the University of Sydney in relation to teacher subjectivity within regimes of evidence and┬ádata, and┬áhas a current ARC Linkage┬áon ÔÇśTime-use, Time Poverty and the Intensification of TeachersÔÇÖ WorkÔÇÖ┬áwith A/Prof Mockler┬áas well as Dr Anna Hogan┬á(UQ)┬áand Prof Greg Thompson┬á(QUT).

  • ╠ř▓╣▓ď╗ň╠ř┬áare collaborating with researchers┬áfrom┬áDeakin,┬áMonash╠ř▓╣▓ď╗ň╠řCurtin Universities on an ARC DP┬áthat┬áexamines┬áwhether┬ágreater┬áschool┬áautonomy┬áhas increased inequalities┬áin the education system.┬á

    For more information, see .

Who we are

    • Shanna Langdon (EdD)
    • ░Ň│ˇ▒­░¨▒­▓§▒­╠ř│Ď▓╣Ě╔│┘│ˇ┤ă░¨▓ď▒­╠ř(Ěí╗ňÂ┘)
    • Sue Foxcroft (EdD)
    • Kris Tong (PhD)┬á
    • Emma Le Marquand (EdD)
    • │óż▒│˙╠řÂ┘ż▒▒Ŕ░¨┤ă▓§▒­╠ř(Ěí╗ňÂ┘)
    • │ž┤ă│ż▓§│▄╗ň▓╣╠ř│ž▓╣▒╣▓╣░¨▓ď▓Á▓╣│┘▓╣│┘╠ř(▒╩│ˇÂ┘)
    • ░Ňż▒▒­░¨▓ď▒­▓Ô╠ř▓Đ▓╣░¨▒­▓Ô╠ř(▒╩│ˇÂ┘)╠ř
    • Dr Cathy Burgess (University of Sydney)
    • Dr Greg Vass (Griffith University and adjunct at ┴˝┴ź╣┘═°)
    • Dr Christine Grice (University of Sydney)
    • A/Prof Nicole┬áMockler┬á(University of Sydney)┬á
    • Dr Anna Hogan (University of Queensland)
    • Prof Greg Thompson (Queensland University of Technology)
    • Prof Susan McGrath-Champ (University of Sydney)
    • A/Prof Rachel Wilson (University of Sydney)┬á
    • Dr┬áMihajla┬áGavin (University of Technology Sydney)
    • Dr Scott Fitzgerald (Curtin University)
    • Dr Christina Gowlett (The University of Queensland)
    • A/Prof Loshini┬áNaidoo (Western Sydney University)┬á
    • Dr Ravinder Sidhu (University of Queensland)
  • The work of this community feeds into coursework that considers the social dimensions of schooling: