The University of Queensland

Working in a Survival School : Exploring Policy Tensions, Marketisation and Performativities

Col, Lee Del and Stahl, Garth (2023). Working in a Survival School : Exploring Policy Tensions, Marketisation and Performativities. London: Routledge. doi: 10.4324/9781003326984

Migratory men: place, transnationalism and masculinities

Stahl, Garth and Zhao, Yang eds. (2023). Migratory men: place, transnationalism and masculinities. London, United Kingdom: Routledge. doi: 10.4324/9781003353232

Gendering the first-in-family experience: transitions, liminality, performativity

Stahl, Garth and McDonald, Sarah (2022). Gendering the first-in-family experience: transitions, liminality, performativity. London, United Kingdom: Routledge. doi: 10.4324/9781003132844

Self-made men: widening participation, selfhood and first-in-family males

Stahl, Garth (2022). Self-made men: widening participation, selfhood and first-in-family males. Cham, Switzerland: Palgrave Macmillan . doi: 10.1007/978-3-031-07954-2

Working-class masculinities in Australian higher education : policies, pathways and progress

Stahl, Garth (2022). Working-class masculinities in Australian higher education : policies, pathways and progress. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003054184

The Palgrave Handbook of Citizenship and Education

Peterson, Andrew, Stahl, Garth and Soong, Hannah (2020). The Palgrave Handbook of Citizenship and Education. Springer International Publishing. doi: 10.1007/978-3-319-67828-3

International perspectives on theorizing aspirations: applying Bourdieu's tools

Garth Stahl, Derron Wallace, Ciaran Burke and Steven Threadgold eds. (2019). International perspectives on theorizing aspirations: applying Bourdieu's tools. Social Theory and Methodology in Education Research, New York, NY, United States: Bloomsbury Academic.

Ethnography of a neoliberal school: building cultures of success

Stahl, Garth (2018). Ethnography of a neoliberal school: building cultures of success. New York, NY, United States: Routledge. doi: 10.4324/9781315616490

Real-time coaching and pre-service teacher education

Stahl, Garth, Sharplin, Erica and Kehrwald, Benjamin (2018). Real-time coaching and pre-service teacher education. Singapore: Springer. doi: 10.1007/978-981-10-6397-8

Masculinity and aspiration in an era of neoliberal education: international perspectives

Garth Stahl, Joseph Derrick Nelson and Derron O. Wallace eds. (2017). Masculinity and aspiration in an era of neoliberal education: international perspectives. Critical Studies in Gender and Sexuality in Education, New York, NY United States: Routledge. doi: 10.4324/9781315649108

Identity, neoliberalism and aspiration: educating white working-class boys

Stahl, G. (2015). Identity, neoliberalism and aspiration: educating white working-class boys. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315774824

Applying Indigenous data sovereignty principles to research with young Indigenous males: Lessons for health promotion from a higher education project in Australia

Gupta, Himanshu, Smith, James A., Stahl, Garth, Harvey, Andrew, Hill, Braden and Fleay, Jesse J. (2023). Applying Indigenous data sovereignty principles to research with young Indigenous males: Lessons for health promotion from a higher education project in Australia. Health promotion with adolescent boys and young men of colour: Global strategies for advancing research, policy, and practice in context. (pp. 139-150) edited by James A. Smith, Daphne C. Watkins and Derek M. Griffith. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-22174-3_9

Exploring the social and cultural determinants of Indigenous males’ participation and success in higher education in Australia

Moore, Samuel, Smith, James A., Gupta, Himanshu, Stahl, Garth, Uink, Bep, Hill, Braden, Fleay, Jesse J., Rung, Daile L., Harvey, Andrew and Radoll, Peter (2023). Exploring the social and cultural determinants of Indigenous males’ participation and success in higher education in Australia. Health promotion with adolescent boys and young men of colour: Global strategies for advancing research, policy, and practice in context. (pp. 119-137) edited by James A. Smith, Daphne C. Watkins and Derek M. Griffith. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-22174-3_8

Introduction

Stahl, Garth and Zhao, Yang (2023). Introduction. Migratory men: place, transnationalism and masculinities. (pp. 1-12) edited by Garth Stahl and Yang Zhao. London, United Kingdom: Routledge. doi: 10.4324/9781003353232

The first-in-family experience: gendered and classed subjectivities in elite higher education

Stahl, Garth and McDonald, Sarah (2023). The first-in-family experience: gendered and classed subjectivities in elite higher education. International encyclopedia of education. (pp. 392-397) edited by Robert J. Tierney, Fazal Rizvi and Kadriye Ercikan. New York, NY United States: Elsevier. doi: 10.1016/b978-0-12-818630-5.02108-4

“Pedagogies of the Poor” to “Pedagogies on the Poor”: Compliance, Grit, and the Corporeal

Stahl, Garth (2022). “Pedagogies of the Poor” to “Pedagogies on the Poor”: Compliance, Grit, and the Corporeal. Handbook of Curriculum Theory and Research. (pp. 1-15) Cham: Springer International Publishing. doi: 10.1007/978-3-030-82976-6_39-1

Pierre Bourdieu: Revisiting reproduction, cultural capital, and symbolic violence in education

Stahl, Garth and Mu, Guanglun Michael (2022). Pierre Bourdieu: Revisiting reproduction, cultural capital, and symbolic violence in education. The Palgrave Handbook of Educational Thinkers. (pp. 1-16) edited by Brett A. Geier. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-81037-5_128-1

Constructing the neoliberal citizen: an ethnographic investigation of corporatized practices in education

Stahl, Garth (2022). Constructing the neoliberal citizen: an ethnographic investigation of corporatized practices in education. Institutions and organizations as learning environments for participation and democracy: opportunities, challenges, obstacles. (pp. 69-85) edited by Reingard Spannring, Wilfried Smidt and Christine Unterrainer. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-031-17949-5_4

Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers

Burnard, Pamela and Stahl, Garth (2021). Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers. The Routledge Handbook to Sociology of Music Education. (pp. 258-274) edited by Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos and Patrick Schmidt. London, United Kingdom: Taylor and Francis. doi: 10.4324/9780429504631-18-25

An accidental institutional ethnographer: reflections on paradoxes and positionality

Stahl, Garth (2021). An accidental institutional ethnographer: reflections on paradoxes and positionality. Becoming an educational ethnographer: the challenges and opportunities of undertaking research. (pp. 95-110) edited by Juana M. Sancho-Gil and Fernando Hernández-Hernández. New York, NY, United States: Routledge.

Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers

Burnard, Pamela and Stahl, Garth (2021). Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers. The Routledge Handbook to Sociology of Music Education. (pp. 258-274) edited by Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos and Patrick Schmidt. Abingdon, Oxon, United Kingdom: Taylor and Francis. doi: 10.4324/9780429504631-18-25

Thinking with habitus in the study of learner identities

Stahl, Garth and McDonald, Sarah (2021). Thinking with habitus in the study of learner identities. The handbook of critical theoretical research methods in education. (pp. 199-211) edited by Cheryl E. Matias. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9780429056963-13

Class differences and impact on student access and outcomes

Stahl, Garth (2020). Class differences and impact on student access and outcomes. The SAGE Encyclopedia of Higher Education. edited by Miriam E. David and Marilyn J. Amey. London, United Kingdom: SAGE. doi: 10.4135/9781529714395.n94

Real-time coaching for pre-service teachers

Sharplin, Erica , Stahl, Garth and Kehrwald, Ben (2020). Real-time coaching for pre-service teachers. Oxford Research Encyclopedia: Education. (pp. ---) London, United Kingdom: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.422

The making of neoliberal citizenship in the United States: inculcation, responsibilization, and personhood in a “No-Excuses” charter school

Stahl, Garth (2020). The making of neoliberal citizenship in the United States: inculcation, responsibilization, and personhood in a “No-Excuses” charter school. The Palgrave handbook of citizenship and education. (pp. 211-225) edited by Andrew Peterson, Garth Stahl and Hannah Soong. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-67828-3_79

Putting habitus to work: habitus clivé, negotiated aspirations and a counter habitus?

Stahl, Garth (2019). Putting habitus to work: habitus clivé, negotiated aspirations and a counter habitus?. International perspectives on theorizing aspirations: applying Bourdieu's tools. (pp. 68-80) edited by Garth Stahl, Derron Wallace, Ciaran Burke and Steve Threadgold. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/9781350040359.0013

‘ACE Boys’: gender discourses and school effects in how first-in-family males aspire to Australian university life

Stahl, Garth and Young, John (2019). ‘ACE Boys’: gender discourses and school effects in how first-in-family males aspire to Australian university life. Youth, inequality and social change in the global south. (pp. 67-81) edited by Hernan Cuervo and Ana Miranda. Singapore: Springer. doi: 10.1007/978-981-13-3750-5_5

Counternarratives to neoliberal aspirations: white working-class boys' practices of value-constitution in formal education

Stahl, Garth (2018). Counternarratives to neoliberal aspirations: white working-class boys' practices of value-constitution in formal education. Education and working-class youth: reshaping the politics of inclusion. (pp. 55-77) edited by Robin Simmons and John Smyth. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-319-90671-3_3

Masculine learner identities in the field of student-directed musical learning

Stahl, Garth and Dale, Pete (2018). Masculine learner identities in the field of student-directed musical learning. Bourdieu’s field theory and the social sciences. (pp. 39-52) edited by James Albright, Deborah Hartman and Jacqueline Widin. Singapore, Singapore: Palgrave Macmillan. doi: 10.1007/978-981-10-5385-6_3

Trialling innovation: studying the philosophical and conceptual rationales of demonstration schools in universities

Stahl, Garth, Dobson, Stephen and Redillas, Stephen (2018). Trialling innovation: studying the philosophical and conceptual rationales of demonstration schools in universities. Transforming education: design and governance in global contexts. (pp. 79-92) edited by Leon Benade and Mark Jackson. Singapore: Springer Singapore. doi: 10.1007/978-981-10-5678-9_5

"Gotta get that laziness out of me": negotiating masculine aspirational subjects in the transition from school to university

Nichols, Sue and Stahl, Garth (2017). "Gotta get that laziness out of me": negotiating masculine aspirational subjects in the transition from school to university. Masculinity and aspiration in an era of neoliberal education: international perspectives. (pp. 166-184) edited by Garth Stahl, Joseph Nelson and Derron Wallace. New York, NY, United States: Routledge.

Conclusion: masculinity and aspiration in the era of neoliberal education

Stahl, Garth, Nelson, Joseph Derrick and Wallace, Derron O. (2017). Conclusion: masculinity and aspiration in the era of neoliberal education. Masculinity and aspiration in an era of neoliberal education: international perspectives. (pp. 202-213) edited by Garth Stahl, Joseph Nelson and Derron Wallace. New York, NY, United States: Taylor and Francis.

Introduction

Stahl, Garth, Nelson, Joseph Derrick and Wallace, Derron O. (2017). Introduction. Masculinity and Aspiration in an Era of Neoliberal Education: International Perspectives. (pp. 1-15) New York, NY United States: Routledge. doi: 10.4324/9781315649108

Pathologizing the white "unteachable": South London’s working-class boys' experiences with schooling and discipline

Stahl, Garth (2017). Pathologizing the white "unteachable": South London’s working-class boys' experiences with schooling and discipline. The School to Prison Pipeline: The Role of Culture and Discipline in School. (pp. 91-112) edited by Nathern S. Okilwa, Muhammad Khalifa and Felecia M. Briscoe. Bingley, United Kingdom: Emerald Publishing. doi: 10.1108/s2051-231720160000004006

Policy logics, counter-narratives, and new directions: boys and schooling in a neoliberal age

Spohrer, Konstanze and Stahl, Garth (2017). Policy logics, counter-narratives, and new directions: boys and schooling in a neoliberal age. Masculinity and aspiration in an era of neoliberal education: international perspectives. (pp. 19-33) edited by Garth Stahl, Joseph Nelson and Derron Wallace. New York, NY, United States: Routledge.

DJ and MC habitus and ‘skillz’ in peer-led learning cultures

Stahl, Garth and Dale, Pete (2015). DJ and MC habitus and ‘skillz’ in peer-led learning cultures. Bourdieu and the sociology of music education. (pp. 127-142) edited by Pamela Burnard and Ylva Hofvander Trulsson. London, United Kingdom: Routledge.

Egalitarian habitus: narratives of reconstruction in discourses of aspiration and change

Stahl, Garth (2015). Egalitarian habitus: narratives of reconstruction in discourses of aspiration and change. Bourdieu, habitus and social research. (pp. 21-38) edited by Cristina Costa and Mark Murphy. New York, NY, United States: Palgrave Macmillan. doi: 10.1057/9781137496928_2

“The ideology becomes a way to make sense of that disconnection”: Beliefs, behaviour and belonging – does ideology matter in countering violent extremism?

Adams, Ben, Stahl, Garth and Oberg, Glenys (2023). “The ideology becomes a way to make sense of that disconnection”: Beliefs, behaviour and belonging – does ideology matter in countering violent extremism?. Critical Studies on Terrorism, ahead-of-print (ahead-of-print), 1-24. doi: 10.1080/17539153.2023.2266951

Surviving the educational landscape: a case study of leadership, policy tensions and marketisation

Del Col, Lee and Stahl, Garth (2023). Surviving the educational landscape: a case study of leadership, policy tensions and marketisation. The Australian Educational Researcher. doi: 10.1007/s13384-023-00659-z

Routine literacy practices as a cultural agenda: children’s experiences of writing “difficult” Chinese characters in Australia

Xu, Wen and Stahl, Garth (2023). Routine literacy practices as a cultural agenda: children’s experiences of writing “difficult” Chinese characters in Australia. Journal of Language, Identity and Education, 1-12. doi: 10.1080/15348458.2023.2252515

Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet

Scholes, Laura, McDonald, Sarah, Stahl, Garth and Comber, Barbara (2023). Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet. British Educational Research Journal. doi: 10.1002/berj.3909

“I tell my brothers that it can be done”: Indigenous Males Navigating Elite Australian Higher Education

Stahl, Garth, Smith, James A., Harvey, Andrew, Hill, Braden, Gupta, Himanshu, Moore, Sam and Wang, Jianing (2023). “I tell my brothers that it can be done”: Indigenous Males Navigating Elite Australian Higher Education. Research in Post-Compulsory Education, 28 (3), 1-21. doi: 10.1080/13596748.2023.2221118

Emotionality, spatiality and relationality: deciphering the emotional geographies of Chinese language education in Australia

Xu, Wen and Stahl, Garth (2023). Emotionality, spatiality and relationality: deciphering the emotional geographies of Chinese language education in Australia. Journal of Multilingual and Multicultural Development, ahead-of-print (ahead-of-print), 1-14. doi: 10.1080/01434632.2023.2240754

Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education

Smith, James A., Stahl, Garth, Harvey, Andrew, Hill, Braden, Gupta, Himanshu, Moore, Sam and Wang, Jianing (2023). Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education. Educational Review, 1-21. doi: 10.1080/00131911.2023.2232559

Exploring the experiences of women social entrepreneurs: advancing understandings of ‘emotional capital’ in women-only networks

Stahl, Garth, Burnard, Pamela and McDonald, Sarah (2023). Exploring the experiences of women social entrepreneurs: advancing understandings of ‘emotional capital’ in women-only networks. Feminist Review, 134 (1), 86-103. doi: 10.1177/01417789231166417

The role of trauma and mental health in violent extremism: the perceptions of countering violent extremism (CVE) practitioners and why we can’t get it wrong

Oberg, Glenys, Adams, Ben and Stahl, Garth (2023). The role of trauma and mental health in violent extremism: the perceptions of countering violent extremism (CVE) practitioners and why we can’t get it wrong. Journal of Aggression, Maltreatment and Trauma, 1-19. doi: 10.1080/10926771.2023.2233920

‘You don’t really want to hide it…’: exploring young working-class men’s mental health literacy

Stahl, Garth, Adams, Ben and Wang, Jianing (2023). ‘You don’t really want to hide it…’: exploring young working-class men’s mental health literacy. Disability & Society, 1-22. doi: 10.1080/09687599.2023.2228469

“You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school

Stahl, Garth, Schulz, Samantha, Baak, Melanie and Adams, Ben (2023). “You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school. Asia-Pacific Journal of Teacher Education, 1-19. doi: 10.1080/1359866x.2023.2228215

My brother’s keeper: masculinities, social mobility and the role of familial care for working-class men

Stahl, Garth and Adams, Ben (2023). My brother’s keeper: masculinities, social mobility and the role of familial care for working-class men. Families, Relationships and Societies, 1-19. doi: 10.1332/204674321x16845078230313

Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability

Stahl, Garth and Wang, Jianing (2023). Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability. Journal of Education and Work, 36 (5), 1-15. doi: 10.1080/13639080.2023.2226074

International habitus, inculcation and entrepreneurial aspirations: international students learning in a Chinese VET college

Xu, Wen and Stahl, Garth (2023). International habitus, inculcation and entrepreneurial aspirations: international students learning in a Chinese VET college. Globalisation, Societies and Education, 1-14. doi: 10.1080/14767724.2023.2193316

‘Your skin is like crocodile’s’: a case study of an African wài guó student in China

Xu, Wen and Stahl, Garth (2023). ‘Your skin is like crocodile’s’: a case study of an African wài guó student in China. Globalisation, Societies and Education, 1-12. doi: 10.1080/14767724.2023.2193317

Investigating the role of gender, social class and curriculum in the first-in-family higher education experience

Stahl, Garth and McDonald, Sarah (2023). Investigating the role of gender, social class and curriculum in the first-in-family higher education experience. Educational Review, 1-18. doi: 10.1080/00131911.2023.2176468

Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner

Stahl, Garth, McDonald, Sarah and Stokes, Jennifer (2023). Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner. Higher Education Research and Development, 42 (7), 1624-1639. doi: 10.1080/07294360.2023.2175796

A Fish in Many Waters? Addressing Transnational Habitus and the Reworking of Bourdieu in Global Contexts

Stahl, Garth, Soong, Hannah, Mu, Guanglun Michael and Dai, Kun (2023). A Fish in Many Waters? Addressing Transnational Habitus and the Reworking of Bourdieu in Global Contexts. Sociological Research Online. doi: 10.1177/13607804231180021

Capturing Habitus: Reflections on the Use of Narrative Inquiry to Explore Female Learner Identities in Chinese STEM Higher Education

Hu, Yating and Stahl, Garth (2023). Capturing Habitus: Reflections on the Use of Narrative Inquiry to Explore Female Learner Identities in Chinese STEM Higher Education. International Journal of Qualitative Methods, 22 ARTN 16094069231204772. doi: 10.1177/16094069231204772

Introduction

Stahl, Garth and Zhao, Yang (2023). Introduction. Migratory Men: Place, Transnationalism and Masculinities, 1-12. doi: 10.4324/9781003353232-1

Investigating children’s affective geographies of Chinese language and culture education

Xu, Wen, Stahl, Garth and Yang, Xufeng (2022). Investigating children’s affective geographies of Chinese language and culture education. Children's Geographies, 21 (4), 1-14. doi: 10.1080/14733285.2022.2132379

Scoping review of conceptions of literacy in middle school science

Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece, Lunn Brownlee, Jo and Comber, Barbara (2022). Scoping review of conceptions of literacy in middle school science. Research Papers in Education, 1-21. doi: 10.1080/02671522.2022.2105388

The manosphere goes to school: problematizing incel surveillance through affective boyhood

Stahl, Garth, Keddie, Amanda and Adams, Ben (2022). The manosphere goes to school: problematizing incel surveillance through affective boyhood. Educational Philosophy and Theory, 55 (3), 1-13. doi: 10.1080/00131857.2022.2097068

The promise of Chinese: African international students and linguistic capital in Chinese higher education

Xu, Wen, Stahl, Garth and Cheng, Hao (2022). The promise of Chinese: African international students and linguistic capital in Chinese higher education. Language and Education, 37 (4), 1-13. doi: 10.1080/09500782.2022.2074797

Investigating the resilience of first-in-family men longitudinally: a mixed method approach

Stahl, Garth, Tomaszewski, Wojtek and Ghan, Nicholas (2022). Investigating the resilience of first-in-family men longitudinally: a mixed method approach. International Studies in Sociology of Education, 1-24. doi: 10.1080/09620214.2022.2072932

“Because the rules out there are different…”: a case study of pre-service teachers’ experiences in remote Australian Indigenous education

Stahl, Garth, Brock, Cynthia, Sharplin, Erica, Caldwell, David, Young, John and Boyd, Fenice (2022). “Because the rules out there are different…”: a case study of pre-service teachers’ experiences in remote Australian Indigenous education. Asia Pacific Journal of Education, 1-14. doi: 10.1080/02188791.2022.2071213

Filial obligations, affect and masculinities: Vietnamese-Australian young men being and becoming good sons

Stahl, Garth and Zhao, Yang (2022). Filial obligations, affect and masculinities: Vietnamese-Australian young men being and becoming good sons. NORMA, 17 (3), 1-17. doi: 10.1080/18902138.2022.2040287

Chinese as a foreign language (CFL) education and global citizenship: pedagogical encounters and endangered spaces of possibility

Xu, Wen and Stahl, Garth (2022). Chinese as a foreign language (CFL) education and global citizenship: pedagogical encounters and endangered spaces of possibility. Globalisation, Societies and Education, 21 (1), 1-13. doi: 10.1080/14767724.2022.2026764

Producing place-based masculine subjectivities: aspirations for recognition and status among socially mobile Vietnamese-Australian young men

Stahl, Garth and Zhao, Yang (2022). Producing place-based masculine subjectivities: aspirations for recognition and status among socially mobile Vietnamese-Australian young men. Journal of Intercultural Studies, 43 (3), 1-17. doi: 10.1080/07256868.2022.2010680

Supporting Fiamalu’s education: a case study of affective alliances and Pacific Islander masculinity

Stahl, Garth (2022). Supporting Fiamalu’s education: a case study of affective alliances and Pacific Islander masculinity. Gender and Education, 34 (3), 362-377. doi: 10.1080/09540253.2021.1943323

Body pedagogics and the corporeal curriculum in “no-excuses” charter schools

Stahl, Garth (2021). Body pedagogics and the corporeal curriculum in “no-excuses” charter schools. Review of Education, Pedagogy, and Cultural Studies, 44 (1), 25-43. doi: 10.1080/10714413.2021.1997499

The performance of masculine identities in a mediated world: young men’s commentary on male celebrities

Nichols, Sue and Stahl, Garth (2021). The performance of masculine identities in a mediated world: young men’s commentary on male celebrities. NORMA, 16 (4), 1-16. doi: 10.1080/18902138.2021.1997489

Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents

Schulz, Samantha, Baak, Melanie, Stahl, Garth and Adams, Ben (2021). Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education, 42 (8), 1-19. doi: 10.1080/01425692.2021.1993789

Reflexivity and cross-cultural education: a Foucauldian framework for becoming an ethical teacher-researcher

Xu, Wen and Stahl, Garth (2021). Reflexivity and cross-cultural education: a Foucauldian framework for becoming an ethical teacher-researcher. Asia Pacific Education Review, 23 (3), 417-425. doi: 10.1007/s12564-021-09723-8

Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’

Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece and Comber, Barbara (2021). Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education, 38 (3), 1-29. doi: 10.1080/02671522.2021.1964097

The pursuit of ‘the good life’: Muslim masculinities and the transition to higher education in Australia

Stahl, Garth and Mac an Ghaill, Máirtín (2021). The pursuit of ‘the good life’: Muslim masculinities and the transition to higher education in Australia. International Journal of Inclusive Education, 1-15. doi: 10.1080/13603116.2021.1971310

How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?

Mills, Reece, Scholes, Laura, Stahl, Garth, McDonald, Sarah, Comber, Barbara and Brownlee, Jo Lunn (2021). How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?. International Journal of Science Education, 43 (14), 1-18. doi: 10.1080/09500693.2021.1961326

Negotiating ‘global middle-class’ teacher professionalism: using transnational habitus to explore the experiences of teacher expatriates in Shanghai

Soong, Hannah and Stahl, Garth (2021). Negotiating ‘global middle-class’ teacher professionalism: using transnational habitus to explore the experiences of teacher expatriates in Shanghai. International Journal of Qualitative Studies in Education, 36 (9), 1-14. doi: 10.1080/09518398.2021.1942295

Poverty, affect and breaking the cycle: Implementing a ‘vulnerability unit’ in a white working-class community school

Stahl, Garth (2021). Poverty, affect and breaking the cycle: Implementing a ‘vulnerability unit’ in a white working-class community school. Emotion, Space and Society, 40 100815, 100815. doi: 10.1016/j.emospa.2021.100815

A cautionary tale: CVE policy actors managing risk in Australian schools

Stahl, Garth, Baak, Melanie, Schulz, Samantha and Peterson, Andrew (2021). A cautionary tale: CVE policy actors managing risk in Australian schools. Current Sociology, 71 (5), 1-19. doi: 10.1177/00113921211028631

Review of The Library Screen Scene: Film and Media Literacy in Schools, Colleges, and Communities

Heaney, April and Stahl, Garth (2021). Review of The Library Screen Scene: Film and Media Literacy in Schools, Colleges, and Communities. Journal of Adolescent and Adult Literacy, 64 (6), 724-726. doi: 10.1002/jaal.1161

Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia

Xu, Wen and Stahl, Garth (2021). Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia. Discourse: Studies in the Cultural Politics of Education, 43 (6), 1-13. doi: 10.1080/01596306.2021.1918061

Preventing violent extremism: resourcing, stakeholder strategies and fostering belonging and connection in Australian schools

Stahl, Garth, Baak, Melanie, Schulz, Sam, Adams, Ben and Peterson, Andrew (2021). Preventing violent extremism: resourcing, stakeholder strategies and fostering belonging and connection in Australian schools. British Educational Research Journal, 47 (5), 1177-1193. doi: 10.1002/berj.3720

Mobilising capitals and gender performativity within the practice of arts entrepreneurship

Burnard, Pamela and Stahl, Garth (2021). Mobilising capitals and gender performativity within the practice of arts entrepreneurship. Australian Art Education, 1-23.

‘They make time for you’: upwardly mobile working-class boys and understanding the dimensions of nurturing and supportive student–teacher relationships

Stahl, Garth (2021). ‘They make time for you’: upwardly mobile working-class boys and understanding the dimensions of nurturing and supportive student–teacher relationships. Research Papers in Education, 37 (6), 1-17. doi: 10.1080/02671522.2021.1905705

Teaching Chinese with Chinese characteristics: ‘difficult’ knowledge, discomforting pedagogies and student engagement

Xu, Wen and Stahl, Garth (2021). Teaching Chinese with Chinese characteristics: ‘difficult’ knowledge, discomforting pedagogies and student engagement. Pedagogy, Culture and Society, 31 (1), 1-17. doi: 10.1080/14681366.2021.1881995

‘We don’t read in science’: student perceptions of literacy and learning science in middle school

Scholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn (2021). ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education, 51 (4), 1-16. doi: 10.1080/0305764x.2020.1860192

Middle school students’ science epistemic beliefs – Implications for measurement

Lunn Brownlee, Jo, Ferguson, Leila, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara and Mills, Reece (2021). Middle school students’ science epistemic beliefs – Implications for measurement. International Journal of Educational Research, 105 101719, 101719. doi: 10.1016/j.ijer.2020.101719

'We have to be really careful': policy intermediaries preventing violent extremism in an era of risk

Baak, Melanie, Stahl, Garth, Schulz, Samantha and Ben Adams, (2020). 'We have to be really careful': policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy, 37 (3), 1-21. doi: 10.1080/02680939.2020.1859620

Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of university

Stahl, Garth, McDonald, Sarah and Loeser, Cassandra (2020). Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of university. Gender and Education, 33 (7), 1-16. doi: 10.1080/09540253.2020.1786013

Possible selves in a transforming economy: upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia

Stahl, Garth, McDonald, Sarah and Young, John (2020). Possible selves in a transforming economy: upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia. Work, Employment and Society, 35 (1) ARTN 0950017020922336, 1-19. doi: 10.1177/0950017020922336

‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists

Scholes, Laura and Stahl, Garth (2020). ‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists. International Journal of Inclusive Education, 26 (9), 1-16. doi: 10.1080/13603116.2020.1751316

Corporate practices and ethical tensions: researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter school

Stahl, Garth D. (2020). Corporate practices and ethical tensions: researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter school. British Educational Research Journal, 46 (4), 878-893. doi: 10.1002/berj.3617

‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education

Stahl, Garth, McDonald, Sarah and Stokes, Jennifer (2020). ‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education. Higher Education Research and Development, 39 (7), 1-14. doi: 10.1080/07294360.2020.1728521

‘My little beautiful mess’: a longitudinal study of working-class masculinity in transition

Stahl, Garth (2020). ‘My little beautiful mess’: a longitudinal study of working-class masculinity in transition. NORMA, 15 (2), 1-17. doi: 10.1080/18902138.2020.1729572

The emotional labor of doing 'boy work': Considering affective economies of boyhood in schooling

Stahl, Garth and Keddie, Amanda (2020). The emotional labor of doing 'boy work': Considering affective economies of boyhood in schooling. Educational Philosophy and Theory, 52 (8), 1-11. doi: 10.1080/00131857.2019.1699403

Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships

Stahl, Garth, Scholes, Laura, McDonald, Sarah and Lunn, Jo (2019). Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture and Society, 29 (1), 1-18. doi: 10.1080/14681366.2019.1684351

Critiquing the corporeal curriculum: body pedagogies in 'no excuses' charter schools

Stahl, Garth (2019). Critiquing the corporeal curriculum: body pedagogies in 'no excuses' charter schools. Journal of Youth Studies, 23 (10), 1-17. doi: 10.1080/13676261.2019.1671582

Intersectionality in higher education research: a systematic literature review

Nichols, Sue and Stahl, Garth (2019). Intersectionality in higher education research: a systematic literature review. Higher Education Research & Development, 38 (6), 1255-1268. doi: 10.1080/07294360.2019.1638348

Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community

Stahl, Garth, Brock, Cynthia H., Young, John, Caldwell, David, Sharplin, Erica and Boyd, Fenice B. (2019). Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community. Pedagogy, Culture and Society, 28 (4), 1-18. doi: 10.1080/14681366.2019.1665090

"We make our own rules here": Democratic communities, corporate logics, and "No excuses" practices in a charter school management organization

Stahl, Garth D. (2019). "We make our own rules here": Democratic communities, corporate logics, and "No excuses" practices in a charter school management organization. Journal of Contemporary Ethnography, 49 (2), 089124161987109-200. doi: 10.1177/0891241619871091

Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities

Stahl, Garth and McDonald, Sarah (2019). Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities. International Journal of Inclusive Education, 26 (1), 1-16. doi: 10.1080/13603116.2019.1632945

Distinction, exclusivity and whiteness: elite Nigerian parents and the international education market

Stahl, Garth (2019). Distinction, exclusivity and whiteness: elite Nigerian parents and the international education market. Discourse-Studies in the Cultural Politics of Education, 41 (3), 1-4. doi: 10.1080/01596306.2019.1627756

Real-time coaching in initial teacher education: a design-based approach

Kehrwald, Benjamin A., Stahl, Garth and Sharplin, Erica J. (2019). Real-time coaching in initial teacher education: a design-based approach. Journal of Formative Design in Learning, 3 (1), 1-15. doi: 10.1007/s41686-018-0019-3

Narratives in reconstituting, reaffirming, and (re)traditionalizing identities othering the nonnormative

Stahl, Garth (2018). Narratives in reconstituting, reaffirming, and (re)traditionalizing identities othering the nonnormative. Men and Masculinities, 21 (5), 709-728. doi: 10.1177/1097184x17696178

Transnational mobility through education: a Bourdieusian insight on life as middle transnationals in Australia and Canada

Soong, Hannah, Stahl, Garth and Shan, Hongxia (2018). Transnational mobility through education: a Bourdieusian insight on life as middle transnationals in Australia and Canada. Globalisation Societies and Education, 16 (2), 241-253. doi: 10.1080/14767724.2017.1396886

"My choice was not to become a tradesman, my choice was to go to uni" Australian working-class masculinities, widening participation and lifelong learning

Stahl, Garth D. and Loeser, Cassandra (2018). "My choice was not to become a tradesman, my choice was to go to uni" Australian working-class masculinities, widening participation and lifelong learning. Education and Training, 60 (6), 608-619. doi: 10.1108/et-03-2018-0065

Aspiration paradoxes: working-class student conceptions of power in "engines of social mobility'

Stahl, Garth (2018). Aspiration paradoxes: working-class student conceptions of power in "engines of social mobility'. International Journal of Qualitative Studies in Education, 31 (7), 557-571. doi: 10.1080/09518398.2017.1286404

Constituting neoliberal subjects? "Aspiration' as technology of government in UK policy discourse

Spohrer, Konstanze, Stahl, Garth and Bowers-Brown, Tamsin (2018). Constituting neoliberal subjects? "Aspiration' as technology of government in UK policy discourse. Journal of Education Policy, 33 (3), 327-342. doi: 10.1080/02680939.2017.1336573

Critical reflections on the use of Bourdieu's tools 'In Concert' to understand the practices of learning in three musical sites

Stahl, Garth, Burnard, Pamela and Perkins, Rosie (2017). Critical reflections on the use of Bourdieu's tools 'In Concert' to understand the practices of learning in three musical sites. Sociological Research Online, 22 (3), 57-77. doi: 10.1177/1360780417724073

Introduction: Theorizing boys' literacies and boys' literatures in contemporary times

Stahl, Garth and Brock, Cynthia (2017). Introduction: Theorizing boys' literacies and boys' literatures in contemporary times. Boyhood Studies, 10 (2), 1-10. doi: 10.3167/bhs.2017.100201

Moving Beyond the Confines of the Local: Working-class Students' Conceptualizations of Belonging and Respectability

Stahl, Garth and Habib, Sadia (2017). Moving Beyond the Confines of the Local: Working-class Students' Conceptualizations of Belonging and Respectability. Young, 25 (3), 268-285. doi: 10.1177/1103308816669451

Thinking with and beyond Bourdieu in widening higher education participation

Webb, Sue, Burke, Penny Jane, Nichols, Susan, Roberts, Steven, Stahl, Garth, Threadgold, Steven and Wilkinson, Jane (2017). Thinking with and beyond Bourdieu in widening higher education participation. Studies in Continuing Education, 39 (2), 138-160. doi: 10.1080/0158037x.2017.1302926

The practice of 'othering' in reaffirming white working-class boys' conceptions of normative identities

Stahl, Garth (2017). The practice of 'othering' in reaffirming white working-class boys' conceptions of normative identities. Journal of Youth Studies, 20 (3), 283-300. doi: 10.1080/13676261.2016.1212163

"She started to get pretty concerned": young men's relationships with parents through senior schooling and beyond

Nichols, Sue and Stahl, Garth (2017). "She started to get pretty concerned": young men's relationships with parents through senior schooling and beyond. Gender and Education, 29 (5), 648-664. doi: 10.1080/09540253.2016.1274388

Developing pre-service teachers' confidence: real-time coaching in teacher education

Stahl, Garth, Sharplin, Erica and Kehrwald, Ben (2016). Developing pre-service teachers' confidence: real-time coaching in teacher education. Reflective Practice, 17 (6), 724-738. doi: 10.1080/14623943.2016.1206882

Doing Bourdieu justice: thinking with and beyond Bourdieu

Stahl, Garth (2016). Doing Bourdieu justice: thinking with and beyond Bourdieu. British Journal of Sociology of Education, 37 (7), 1091-1103. doi: 10.1080/01425692.2016.1216819

How "space" and "place" contribute to occupational aspirations as a value-constituting practice for working-class males

Stahl, Garth D. and Baars, Sam (2016). How "space" and "place" contribute to occupational aspirations as a value-constituting practice for working-class males. Education and Training, 58 (3), 313-327. doi: 10.1108/et-09-2015-0090

"It's about Improving My Practice": The Learner Experience of Real-Time Coaching

Sharplin, Erica J., Stahl, Garth and Kehrwald, Ben (2016). "It's about Improving My Practice": The Learner Experience of Real-Time Coaching. Australian Journal of Teacher Education, 41 (5), 119-135. doi: 10.14221/ajte.2016v41n5.8

Relationship-building in research: gendered identity construction in researcherparticipant interaction

Stahl, Garth (2016). Relationship-building in research: gendered identity construction in researcherparticipant interaction. Gender Identity and Research Relationships (Studies in Qualitative Methodology), 14, 145-165. doi: 10.1108/s1042-319220160000014020

White working-class male narratives of "loyalty to self' in discourses of aspiration

Stahl, Garth (2016). White working-class male narratives of "loyalty to self' in discourses of aspiration. British Journal of Sociology of Education, 37 (5), 663-683. doi: 10.1080/01425692.2014.982859

Race, class and gender in boys' education: repositioning intersectionality theory

Nelson, Joseph Derrick, Stahl, Garth and Wallace, Derron (2015). Race, class and gender in boys' education: repositioning intersectionality theory. Culture, Society and Masculinities, 7 (2), 171-187. doi: 10.3149/CSM.0702.171

Politics, policies and pedagogies in education: the selected works of Bob Lingard

Stahl, Garth (2014). Politics, policies and pedagogies in education: the selected works of Bob Lingard. British Journal of Educational Studies, 62 (3), 366-369. doi: 10.1080/00071005.2014.944397

The affront of the aspiration agenda: White working-class male narratives of ‘ordinariness’ in neoliberal times El Agravio de la Aspiración: Narrativas de los hombres blancos de clase obrera sobre “Lo ordinario” en tiempos neoliberales

Stahl, Garth (2014). The affront of the aspiration agenda: White working-class male narratives of ‘ordinariness’ in neoliberal times El Agravio de la Aspiración: Narrativas de los hombres blancos de clase obrera sobre “Lo ordinario” en tiempos neoliberales. Masculinities and Social Change, 3 (2), 88-119. doi: 10.4471/MCS.2014.46

Habitus Disjunctures, Reflexivity and White Working-Class Boys' Conceptions of Status in Learner and Social Identities

Stahl, Garth (2013). Habitus Disjunctures, Reflexivity and White Working-Class Boys' Conceptions of Status in Learner and Social Identities. Sociological Research Online, 18 (3), 19-30. doi: 10.5153/sro.2999

Success on the decks: working-class boys, education and turning the tables on perceptions of failure

Stahl, Garth and Dale, Pete (2013). Success on the decks: working-class boys, education and turning the tables on perceptions of failure. Gender and Education, 25 (3), 357-372. doi: 10.1080/09540253.2012.756856

Aspiration and a good life among white working-class boys in London

Stahl, Garth (2012). Aspiration and a good life among white working-class boys in London. Journal of Ethnographic & Qualitative Research, 7, 8-19.

Boys and their schooling: the experience of becoming someone else

Stahl, Garth (2012). Boys and their schooling: the experience of becoming someone else. Gender and Education, 24 (4), 465-467. doi: 10.1080/09540253.2012.686262

Creating Positive Spaces of Learning: DJers and MCers Identity Work with New Literacies

Stahl, Garth and Dale, Pete (2012). Creating Positive Spaces of Learning: DJers and MCers Identity Work with New Literacies. Educational Forum, 76 (4), 510-523. doi: 10.1080/00131725.2012.708386