The University of Queensland

Shaping school success: empowering educational leaders

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth, Armour, Danielle, McLay, Katherine, Abdul Hameed, Suraiya, Beencke, Andrew, Lee, Richard, Rueda Balaguera, Laura and Ocriciano, Michelle (2024). Shaping school success: empowering educational leaders. London, United Kingdom: Routledge. doi: 10.4324/9781032666839

Disrupting education policy enactment research: characterising, dissensus and ground-up change

Heimans, Stephen (2020). Disrupting education policy enactment research: characterising, dissensus and ground-up change. New York, NY United States: DIO Press.

A system-wide approach to enhancing education

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth J, Armour, Danielle, McLay, Katherine, Hameed, Suraiya Abdul, Beencke, Andrew, Lee, Richard, Balaguera, Laura Rueda and Ocriciano, Michelle (2024). A system-wide approach to enhancing education. Shaping School Success. (pp. 6-31) London: Routledge. doi: 10.4324/9781032666839-2

Conclusion

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth J, Armour, Danielle, McLay, Katherine, Hameed, Suraiya Abdul, Beencke, Andrew, Lee, Richard, Balaguera, Laura Rueda and Ocriciano, Michelle (2024). Conclusion. Shaping School Success. (pp. 82-87) London: Routledge. doi: 10.4324/9781032666839-6

Educational leadership

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth J, Armour, Danielle, McLay, Katherine, Hameed, Suraiya Abdul, Beencke, Andrew, Lee, Richard, Balaguera, Laura Rueda and Ocriciano, Michelle (2024). Educational leadership. Shaping School Success. (pp. 49-66) London: Routledge. doi: 10.4324/9781032666839-4

Infrastructures for education

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth J, Armour, Danielle, McLay, Katherine, Hameed, Suraiya Abdul, Beencke, Andrew, Lee, Richard, Balaguera, Laura Rueda and Ocriciano, Michelle (2024). Infrastructures for education. Shaping School Success. (pp. 67-81) London: Routledge. doi: 10.4324/9781032666839-5

Introduction

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth J, Armour, Danielle, McLay, Katherine, Hameed, Suraiya Abdul, Beencke, Andrew, Lee, Richard, Balaguera, Laura Rueda and Ocriciano, Michelle (2024). Introduction. Shaping School Success. (pp. 1-5) London: Routledge. doi: 10.4324/9781032666839-1

Playing with power and being played

Thiele, Catherine, Black, Alison L., Munge, Brendon, Manathunga, Catherine, Heimans, Stephen, Schriever, Vicki, Dwyer, Rachael and Davidow, Shelley (2024). Playing with power and being played. Ludic Inquiries Into Power and Pedagogy in Higher Education. (pp. 187-205) London: Routledge. doi: 10.4324/9781003450979-19

Teacher expertise

Hardy, Ian, Poed, Shiralee, Gowlett, Christina, Heimans, Stephen, Edwards, Elizabeth J, Armour, Danielle, McLay, Katherine, Hameed, Suraiya Abdul, Beencke, Andrew, Lee, Richard, Balaguera, Laura Rueda and Ocriciano, Michelle (2024). Teacher expertise. Shaping School Success. (pp. 32-48) London: Routledge. doi: 10.4324/9781032666839-3

Taking a 'material turn' in education policy research?

Heimans, Stephen (2015). Taking a 'material turn' in education policy research?. Education Policy and Contemporary Theory: Implications for Research. (pp. 160-170) edited by Kalervo N. Gulson, Matthew Clarke and Eva Bendix Petersen. London, United Kingdom: Taylor and Francis. doi: 10.4324/9781315818429

Take action or do nothing: the educational dilemma of the teacher

Boyle, Christopher and Heimans, Stephen (2014). Take action or do nothing: the educational dilemma of the teacher. Equality in education: fairness and inclusion. (pp. 51-57) edited by Hongzhi Zhang, Philip Wing Keung Chan and Christopher Boyle. Rotterdam, The Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-692-9_5

Deparochializing educational research: three critical, illustrative narratives

Lingard, Bob, Hardy, Ian and Heimans, Stephen (2012). Deparochializing educational research: three critical, illustrative narratives. Knowledge mobilization and educational research: politics, languages and responsibilities. (pp. 211-236) edited by Tara Fenwick and Lesley Farrell. New York, United States: Routledge.

How ‘academic’ should academic writing be? Or: why form should follow function

Biesta, Gert, Takayama, Keita, Kettle, Margaret and Heimans, Stephen (2024). How ‘academic’ should academic writing be? Or: why form should follow function. Asia-Pacific Journal of Teacher Education, 52 (2), 121-125. doi: 10.1080/1359866x.2024.2324582

School can’t? Thinking about refusal in education

Heimans, Stephen, Biesta, Gert, Takayama, Keita and Kettle, Margaret (2024). School can’t? Thinking about refusal in education. Asia-Pacific Journal of Teacher Education, 52 (1), 1-5. doi: 10.1080/1359866x.2023.2300890

Teaching, education, and the politics of English

Kettle, Margaret, Heimans, Stephen, Biesta, Gert and Takayama, Keita (2023). Teaching, education, and the politics of English. Asia-Pacific Journal of Teacher Education, 51 (5), 409-412. doi: 10.1080/1359866x.2023.2274687

Editorial: excavating ‘meaningful differences’ in Asia-Pacific teacher education research

Takayama, Keita, Kettle, Margaret, Heimans, Stephen and Biesta, Gert (2023). Editorial: excavating ‘meaningful differences’ in Asia-Pacific teacher education research. Asia-Pacific Journal of Teacher Education, 51 (4), 323-327. doi: 10.1080/1359866x.2023.2251218

Transforming teacher education or transforming the school: a dangerous dilemma?

Biesta, Gert, Takayama, Keita, Kettle, Margaret and Heimans, Stephen (2023). Transforming teacher education or transforming the school: a dangerous dilemma?. Asia-Pacific Journal of Teacher Education, 51 (3), 213-215. doi: 10.1080/1359866x.2023.2207290

ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship

Heimans, Stephen, Biesta, Gert, Takayama, Keita and Kettle, Margaret (2023). ChatGPT, subjectification, and the purposes and politics of teacher education and its scholarship. Asia-Pacific Journal of Teacher Education, 51 (2), 105-112. doi: 10.1080/1359866x.2023.2189368

In recognition of teachers and teaching

Kettle, Margaret, Heimans, Stephen, Biesta, Gert and Takayama, Keita (2023). In recognition of teachers and teaching. Asia-Pacific Journal of Teacher Education, 51 (1), 1-4. doi: 10.1080/1359866x.2023.2168334

Taking “Asia Pacific” seriously: some uncomfortable questions about editing APJTE

Takayama, Keita, Kettle, Margaret, Heimans, Stephen and Biesta, Gert (2022). Taking “Asia Pacific” seriously: some uncomfortable questions about editing APJTE. Asia-Pacific Journal of Teacher Education, 50 (5), 425-437. doi: 10.1080/1359866x.2022.2138039

What has been “missing” or “missed” over the last 50 years in APJTE?

Brennan, Marie, Carusi, Tony, Clarke, Matthew, Heck, Deborah, Heimans, Stephen, Reid, Jo-Anne and Singh, Parlo (2022). What has been “missing” or “missed” over the last 50 years in APJTE?. Asia-Pacific Journal of Teacher Education, 50 (3), 233-248. doi: 10.1080/1359866x.2022.2078952

Calls to action for teacher education research and practice: voices from the field

Kettle, Margaret, Heimans, Stephen, Biesta, Gert and Takayama, Keita (2022). Calls to action for teacher education research and practice: voices from the field. Asia-Pacific Journal of Teacher Education, 50 (2), 115-117. doi: 10.1080/1359866x.2022.2048464

Collective, vulnerable, nascent (post) qualitative inquiry-writing

Thiele, Catherine, Heimans, Stephen, Manathunga, Catherine, Barry, Suzanne, Cherry-Smith, Benjamin, Farrelly, Kristy, Grogan, Terence, Kemble, Robyn and McIlwain, Lisa (2022). Collective, vulnerable, nascent (post) qualitative inquiry-writing. The Qualitative Report, 27 (5), 1196-1205. doi: 10.46743/2160-3715/2022.5623

Celebrating the 50th anniversary of APJTE: a reflection on the past, present and future

Takayama, Keita, Kettle, Margaret, Heimans, Stephen and Biesta, Gert (2022). Celebrating the 50th anniversary of APJTE: a reflection on the past, present and future. Asia-Pacific Journal of Teacher Education, 50 (1), 1-7. doi: 10.1080/1359866x.2022.2022854

Taking teacher educators, teachers, and students seriously in research: a statement from the editors of the Asia-Pacific Journal of Teacher Education about the revised aims and scope of the journal

Biesta, Gert, Heimans, Stephen, Takayama, Keita and Kettle, Margaret (2022). Taking teacher educators, teachers, and students seriously in research: a statement from the editors of the Asia-Pacific Journal of Teacher Education about the revised aims and scope of the journal. Asia-Pacific Journal of Teacher Education, 1-2. doi: 10.1080/1359866X.2022.2125226

Thinking about what has been ‘missing’ in the Asia-Pacific Journal of Teacher Education (APJTE) and perhaps the field more generally

Heimans, Stephen, Biesta, Gert, Takayama, Keita and Kettle, Margaret (2022). Thinking about what has been ‘missing’ in the Asia-Pacific Journal of Teacher Education (APJTE) and perhaps the field more generally. Asia-Pacific Journal of Teacher Education, 50 (3), 229-232. doi: 10.1080/1359866X.2022.2079174

Who educates the teacher educator? On research, practice, and politics

Biesta, Gert, Takayama, Keita, Kettle, Margaret and Heimans, Stephen (2022). Who educates the teacher educator? On research, practice, and politics. Asia-Pacific Journal of Teacher Education, 50 (4), 325-327. doi: 10.1080/1359866X.2022.2104467

Teacher education policy: part of the solution or part of the problem?

Biesta, Gert, Takayama, Keita, Kettle, Margaret and Heimans, Stephen (2021). Teacher education policy: part of the solution or part of the problem?. Asia-Pacific Journal of Teacher Education, 49 (5), 467-470. doi: 10.1080/1359866X.2021.1992926

How is teaching seen? raising questions about the part of teachers and their educators in the production of educational (non)sense

Heimans, Stephen, Biesta, Gert, Takayama, Keita and Kettle, Margaret (2021). How is teaching seen? raising questions about the part of teachers and their educators in the production of educational (non)sense. Asia-Pacific Journal of Teacher Education, 49 (4), 363-369. doi: 10.1080/1359866x.2021.1974152

The regime of ‘post-truth’: COVID-19 and the politics of knowledge

Kwok, Henry, Singh, Parlo and Heimans, Stephen (2021). The regime of ‘post-truth’: COVID-19 and the politics of knowledge. Discourse: Studies in the Cultural Politics of Education, 44 (1), 1-15. doi: 10.1080/01596306.2021.1965544

Pedagogic rights, public education and democracy

Heimans, Stephen, Singh, Parlo and Kwok, Henry (2021). Pedagogic rights, public education and democracy. European Educational Research Journal, 21 (1), 1-12. doi: 10.1177/14749041211011920

Teacher quality and teacher education: a critical policy analysis of international and Australian policies

Singh, Parlo, Hoyte, Frances, Heimans, Stephen and Exley, Beryl (2021). Teacher quality and teacher education: a critical policy analysis of international and Australian policies. The Australian Journal of Teacher Education, 46 (4), 1-15. doi: 10.14221/ajte.2021v46n4.1

Examining teacher education research methodology: practices, priorities and politics

Kettle, Margaret, Heimans, Stephen, Biesta, Gert and Takayama, Keita (2021). Examining teacher education research methodology: practices, priorities and politics. Asia-Pacific Journal of Teacher Education, 49 (3), 245-248. doi: 10.1080/1359866X.2021.1928955

Thinking (now) out of place? Scripting and performing collective dissent inside the corporatized university

Munge, Brendon, Black, Alison L., Heck, Deborah, Manathunga, Catherine, Davidow, Shelley, Thiele, Catherine, Dwyer, Rachael, Heimans, Stephen and Schriever, Vicki (2021). Thinking (now) out of place? Scripting and performing collective dissent inside the corporatized university. Cultural Studies - Critical Methodologies, 21 (5), 413-423. doi: 10.1177/15327086211029365

Call for papers: a new agenda for teacher education research

Biesta, Gert, Takayama, Keita, Kettle, Margaret and Heimans, Stephen (2020). Call for papers: a new agenda for teacher education research. Asia-Pacific Journal of Teacher Education, 48 (5), 460-462. doi: 10.1080/1359866x.2020.1818484

Teacher education between principle, politics, and practice: a statement from the new editors of the Asia-Pacific Journal of Teacher Education

Biesta, Gert, Takayama, Keita, Kettle, Margaret and Heimans, Stephen (2020). Teacher education between principle, politics, and practice: a statement from the new editors of the Asia-Pacific Journal of Teacher Education. Asia-Pacific Journal of Teacher Education, 48 (5), 455-459. doi: 10.1080/1359866x.2020.1818485

Editorial: editorial team transition

Heimans, Stephen, Kettle, Margaret, Biesta, Gert, Takayama, Keita, Singh, Parlo, Rowan, Leonie and Allen, Jeanne (2020). Editorial: editorial team transition. Asia-Pacific Journal of Teacher Education, 48 (4), 335-337. doi: 10.1080/1359866X.2020.1794572

Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation

Kwok, Henry, Heimans, Stephen and Singh, Parlo (2020). Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation. Educational Philosophy and Theory, 53 (1), 1-11. doi: 10.1080/00131857.2020.1744132

Rediscovering the beauty and risk of education research and teaching: an interview with Gert Biesta by Stephen Heimans

Heimans, Stephen and Biesta, Gert (2020). Rediscovering the beauty and risk of education research and teaching: an interview with Gert Biesta by Stephen Heimans. Asia-Pacific Journal of Teacher Education, 48 (2), 101-111. doi: 10.1080/1359866X.2020.1731422

Schooling and poverty: re-thinking impact, research and social justice

Heimans, Stephen and Singh, Parlo (2020). Schooling and poverty: re-thinking impact, research and social justice. Asia-Pacific Journal of Teacher Education, 48 (1), 1-14. doi: 10.1080/1359866x.2019.1700907

Researching educational disadvantage: concepts emerging from working in/with an Australian school

Heimans, Stephen, Singh, Parlo and Barnes, Andrew (2020). Researching educational disadvantage: concepts emerging from working in/with an Australian school. Improving Schools, 24 (2), 1-11. doi: 10.1177/1365480220938892

Cartographies of scholarship: Stephen Heimans talks to Parlo Singh about teaching, research, and the intellectual terrain of feminist scholarship with/after Bernstein

Singh, Parlo and Heimans, Stephen (2019). Cartographies of scholarship: Stephen Heimans talks to Parlo Singh about teaching, research, and the intellectual terrain of feminist scholarship with/after Bernstein. Asia-Pacific Journal of Teacher Education, 47 (5), 460-471. doi: 10.1080/1359866x.2019.1661960

Putting the steam back into critique?‘Gathering’ for critical–dissensual collaborations in education policy research

Heimans, Stephen and Singh, Parlo (2018). Putting the steam back into critique?‘Gathering’ for critical–dissensual collaborations in education policy research. Policy Futures in Education, 16 (2), 185-201. doi: 10.1177/1478210317736209

Some reflections about the political epistemologies of teacher education research

Singh, Parlo, Heimans, Stephen, Rowan, Leonie and Allen, Jeanne (2017). Some reflections about the political epistemologies of teacher education research. Asia-Pacific Journal of Teacher Education, 45 (5), 435-438. doi: 10.1080/1359866X.2017.1377916

Doing education policy enactment research in a minor key

Heimans, Stephen, Singh, Parlo and Glasswell, Kathryn (2017). Doing education policy enactment research in a minor key. Discourse, 38 (2), 185-196. doi: 10.1080/01596306.2015.1074428

Re-presenting, performing critical/post-critical research realities

Heimans, Stephen and Singh, Parlo (2016). Re-presenting, performing critical/post-critical research realities. Research in Education, 96 (1), 93-109. doi: 10.1177/0034523716664606

Fieldwork in philosophy, emancipation and researcher dis-position: A post-qualitative research exemplar

Heimans, Stephen (2016). Fieldwork in philosophy, emancipation and researcher dis-position: A post-qualitative research exemplar. Qualitative Research Journal, 16 (1), 2-12. doi: 10.1108/QRJ-08-2014-0035

Education policy enactment research: disrupting continuities

Heimans, Stephen (2014). Education policy enactment research: disrupting continuities. Discourse, 35 (2), 307-316. doi: 10.1080/01596306.2013.832566

Policy enactment, context and performativity: ontological politics and researching Australian National Partnership policies

Singh, Parlo, Heimans, Stephen and Glasswell, Kathryn (2014). Policy enactment, context and performativity: ontological politics and researching Australian National Partnership policies. Journal of Education Policy, 29 (6), 826-844. doi: 10.1080/02680939.2014.891763

Coming to matter in practice: Enacting education policy

Heimans, Stephen (2012). Coming to matter in practice: Enacting education policy. Discourse, 33 (2), 313-326. doi: 10.1080/01596306.2012.666083

Educational policy, practice, and power

Heimans, Stephen (2012). Educational policy, practice, and power. Educational Policy, 26 (3), 369-393. doi: 10.1177/0895904810397338

Contesting the Neo-liberal lash-up: Policy paradoxes and possibilities

Heimans,Stephen (2011). Contesting the Neo-liberal lash-up: Policy paradoxes and possibilities. Social Alternatives, 30 (4), 15-19.

Journal Rankings: Positioning the field of educational research and educational academics

Hardy, Ian, Heimans, Stephen and Lingard, Bob (2011). Journal Rankings: Positioning the field of educational research and educational academics. Power and Education, 3 (1), 4-17. doi: 10.2304/power.2011.3.1.5

The education debate

Heimans, Stephen (2010). The education debate. Discourse: Studies in the Cultural Politics of Education, 31 (3), 393-395. doi: 10.1080/01596301003787025

Characterising - (an) Education Policy

Heimans, Stephen (2013). Characterising - (an) Education Policy. PhD Thesis, School of Education, The University of Queensland.