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Associate Professor Ian Hardy

Associate Professor

School of Education
Faculty of Humanities, Arts and Social Sciences
ian.hardy@uq.edu.au
+61 7 336 56425

Overview

Dr Hardy researches and teaches in the areas of educational policy and politics, particularly in relation to institutionalized educational settings (schools; universities), at the School of Education, University of Queensland. He is also increasingly involved in policy studies relating to international and comparative education in schooling, higher education and vocational education. Dr Hardy's teaching at Undergraduate, Masters and PhD levels, and his service to the research, professional and wider community is informed by research into the relationship between education and society, particularly broader policy and political discourses, and educators' responses to the socio-political contexts in which their work is undertaken. Dr Hardy is currently undertaking national (Queensland) and international (England, Singapore, Bangladesh) work into the nature of teacher and other educator and policy officer's engagement with data in schools and schooling systems and settings. Dr Hardy is continuing to work on research undertaken during his recent Future Fellowship (2014-2018); this includes in relation to how policy support for the Australian Curriculum influenced teacher learning in diverse schooling settings in Queensland, within a broader global policy context. This work has also involved exploring how concurrent policy reform in Scandinavian (Finland and Sweden) and North American (Ontario and Connecticut) contexts has constituted and influenced practice in these settings. This research builds upon earlier work (2012-2014; ARC-DECRA) which focused upon teacher learning practices in Queensland under globalised policy conditions. Dr Hardy also researches the nature of academic work under current conditions in Australian and international university settings.

Current and future research focuses upon continued work on the nature and effects of data as currently constituted in educational (particularly schooling) settings in different national and international contexts (including in the Asia-Pacific, Europe and North America). Current and future research also includes work in relation to the nature and effects of Artificial Intelligence in educational settings, including how this influences educators' work and learning in schooling and other (formal and informal) educational settings. Current and future work also includes research into enhancing East-West relations, particularly as this pertains to international students studying in higher education settings in Australia and east-Asia.

Since 2004, Dr Hardy has also been a member of the Pedagogy, Education and Praxis international research consortium, involving researchers from Australia (University of Queensland, Griffith University, Charles Sturt University, Monash), UK (University of Sheffield), Sweden (University of Gothenburg), Norway (University of Tromso), and Finland (Abo Akademi). This group is primarily engaged in researching and theorising professional practice, including the politics of teachers' learning, throughout the teaching career in primary, secondary, tertiary and other adult education settings.

Dr Hardy worked previously at Charles Sturt University (Wagga Wagga, Australia; 2004-2010), commenced at The University of Queensland in 2010, and has occupied his current continuing substantive position as Associate Professor at the School of Education since 2019.

Research Interests

  • Politics of education
  • Policy studies
  • International and comparative education
  • Social theory

Research Impacts

Dr Hardy's research is of direct interest to schooling and higher education systems. He engages with school and system personnel in Australia, Sweden, Finland, England, Canada, and the United States. Recent work also includes studies in Singapore, Bangladesh and China. His work assists educators and policy makers improve their practice, and how schooling and higher education systems more broadly can be reformed to enhance student learning outcomes.

Qualifications

  • Doctor of Philosophy, The University of Queensland
  • Master of Educational Administration, The University of Queensland
  • Postgraduate Diploma in Eduction, The University of Queensland
  • Bachelor of Art, The University of Queensland

Publications

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Grants

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Supervision

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Publications

Featured Publications

Book

Book Chapter

  • Regulating and reifying teacher professional development: teachers’ learning under global policy conditions

    Hardy, Ian (2023). Regulating and reifying teacher professional development: teachers’ learning under global policy conditions. The Palgrave handbook of teacher education research. (pp. 529-549) edited by Ian Menter. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-031-16193-3_21

  • Mobile international students in China

    Dai, Kun, Hardy, Ian, Musofer, Reshma Parveen and Lingard, Bob (2023). Mobile international students in China. Bourdieu and Sino–Foreign Higher Education. (pp. 140-158) London, United Kingdom: Routledge. doi: 10.4324/9781003326694-11

  • Standardized learning: the “problem” of teachers' work and learning under performative policy conditions

    Hardy, Ian (2023). Standardized learning: the “problem” of teachers' work and learning under performative policy conditions. International encyclopedia of education. (pp. 20-28) edited by Robert J. Tierney, Fazal Rizvi and Kadriye Ercikan. New York, NY United States: Elsevier. doi: 10.1016/b978-0-12-818630-5.04012-4

  • Regulating and reifying teacher professional development: teachers’ learning under global policy conditions

    Hardy, Ian (2022). Regulating and reifying teacher professional development: teachers’ learning under global policy conditions. The Palgrave handbook of teacher education research. (pp. 1-21) edited by Ian Menter. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-59533-3_21-1

  • School policy development and creation

    Allen, Kelly-Ann, Reupert, Andrea, Reid, Alan, Hardy, Ian and Oades, Lindsay (2021). School policy development and creation. Building better schools with evidence-based policy: adaptable policy for teachers and school leaders. (pp. 307-310) edited by Kelly-Ann Allen, Andrea Reupert and Lindsay Oades. New York, NY, United States of America: Routledge. doi: 10.4324/9781003025955-40

  • Critiquing and cultivating the conditions for educational praxis and praxis development

    Hardy, Ian, Petrie, Kirsten, Norlund, Anita, Henning Loeb, Ingrid and Langat, Kiprono (2020). Critiquing and cultivating the conditions for educational praxis and praxis development. Pedagogy, education and praxis in critical times. (pp. 65-84) edited by Kathleen Mahon, Christine Edwards-Groves, Susanne Francisco, Mervi Kaukko, Stephen Kemmis and Kirsten Petrie. Singapore, Singapore: Springer. doi: 10.1007/978-981-15-6926-5_4

  • Practice theory and policy: Redesigning 'Quality' teacher education in Australia

    Hardy, Ian (2018). Practice theory and policy: Redesigning 'Quality' teacher education in Australia. Education in an era of schooling: Critical perspectives of educational practice and action research. (pp. 197-212) edited by Christine Edwards-Groves. Singapore: Springer. doi: 10.1007/978-981-13-2053-8_14

  • The 'problem' of 'quality' schooling, national testing, and inclusion: Australian insights into policy and practice

    Hardy, Ian and Woodcock, Stuart (2018). The 'problem' of 'quality' schooling, national testing, and inclusion: Australian insights into policy and practice. Testing and inclusive schooling: international challenges and opportunities. (pp. 47-63) edited by Bjørn Hamre, Anne Morin and Christian Ydesen. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315204048-4

  • Educational practice as praxis: understanding and challenging neoliberal conditions in university settings

    Hardy, Ian and Garrick, Barbara (2017). Educational practice as praxis: understanding and challenging neoliberal conditions in university settings. Practice theory perspectives on pedagogy and education: praxis, diversity and contestation. (pp. 143-156) edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy. Singapore: Springer. doi: 10.1007/978-981-10-3130-4_7

  • Learning as being ‘stirred in’ to practices

    Kemmis, Stephen, Edwards-Groves, Christine, Lloyd, Annemaree, Grootenboer, Peter, Hardy, Ian and Wilkinson, Jane (2017). Learning as being ‘stirred in’ to practices. Practice theory perspectives on pedagogy and education: praxis, diversity and contestation. (pp. 45-65) edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy. Singapore, Singapore: Springer. doi: 10.1007/978-981-10-3130-4_3

  • Contesting and capitalising on NAPLAN

    Hardy, Ian (2016). Contesting and capitalising on NAPLAN. National testing in schools: an Australia assessment. (pp. 98-109) edited by Bob Lingard, Greg Thompson and Sam Sellar. Oxon, United Kingdom: Routledge. doi: 10.4324/9781315659312-8

  • 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.

  • Ecologies of practices

    Kemmis, Stephen, Edwards-Groves, Christine, Wilkinson, Jane and Hardy, Ian (2012). Ecologies of practices. Professional and practice-based learning: practice-theory perspectives on professional learning. (pp. 33-49) edited by Paul Hager, Alison Lee and Ann Reich. Heidelberg, Netherlands: Springer. doi: 10.1007/978-94-007-4774-6_3

  • A case study of teacher learning: Professional development policy, practice and praxis

    Hardy, Ian (2008). A case study of teacher learning: Professional development policy, practice and praxis. Enabling Praxis: Challenges for Education. (pp. 149-170) edited by Stephen Kemmis and Tracey J. Smith. Amsterdam: Sense Publishers.

  • Reflections on 'Nurturing Praxis'

    Hardy, Ian and Kemmis, Stephen (2008). Reflections on 'Nurturing Praxis'. Nurturing Praxis: Action Research in Partnerships Between School and University in a Nordic Light. (pp. 245-251) edited by Karin Ronnerman, Eli Moksnes-Furu and Petri Salo. Amsterdam: Sense Publishers.

  • Contextualising teacher in-service in complex times

    Hardy, Ian (2003). Contextualising teacher in-service in complex times. Educational Imaginings: On the Play of Texts and Contexts. (pp. 182-208) edited by Shaun Rawolle and Jennifer Vadeboncoeur. Brisbane: Australian Academic Press..

  • Contextualising teacher professional development in complex times

    Hardy, I. J. (2003). Contextualising teacher professional development in complex times. Educational Imaginings: On the Play of Texts and Contexts. (pp. 182-208) edited by Jennifer A. Vadeboncoeur and Shaun Rawolle. Brisbane Australia: Australian Academic Press.

  • Hazard management: The impact of fluvial systems upon a selected environment.

    Hardy, Ian (2001). Hazard management: The impact of fluvial systems upon a selected environment.. Hazards Happen: Elements of Australian Natural Hazards. (pp. 66-83) edited by M. Duncan and J. Lidstone. Canberra: Emergency Management Australia & Royal Geographical Society of Queensland..

Journal Article

Conference Publication

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • The Governmentality of Queensland Public Academies and Independent Public Schools: A Foucauldian Analysis

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Reforming Initial Teacher Education in Ghana: A Multi-level Analysis of Policy in Practice

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Understanding local-national-global imbrications in education policy: The case of Guangdong academic credit bank as a data infrastructure in Vocational Education in China

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • A study of the impact of the marketisation of the VET sector in Australia on education policy.

    Doctor Philosophy — Principal Advisor

  • Science Education: research, policy and politics

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Truth to tell: Teachers' conceptions of NAPLAN in a `post-truth' age

    Doctor Philosophy — Principal Advisor

    Other advisors:

  • Restoring English as a Medium of Instruction in Polytechnic Institutes in Bangladesh: An Instrument to Achieve Education Sustainable Development Goal

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • Built In or Bolt On? A Policy Analysis of Non-Government Programs in Indigenous Education

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • THE PROFESSIONAL DEVELOPMENT OF INDONESIAN SCIENCE TEACHER EDUCATORS

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • Teachers Performance Evaluation in South America: A comparative study in Colombia Chile and Argentina.

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • Leading policy enactment for Aboriginal parent engagement in schools: Stories from Bundjalung Country

    Doctor Philosophy — Associate Advisor

    Other advisors:

  • Behind our backs, yet through our heads: Capitalism and the transfer of nurse education in Queensland (1967 - 1987)

    Doctor Philosophy — Associate Advisor

    Other advisors:

Completed Supervision

This staff member is a UQ Expert for media in the following fields:

teacher learning, teachers' use of data, national testing, teachers' use of test data

They are happy to lend their expertise to your articles or broadcasts and share their research discoveries and insights with the community via media channels.

For additional assistance with story ideas, general advice and information or help with seeking further experts, please email the UQ Media Team or telephone (07) 3365 1120.

Links

ResearcherID: A-6526-2011

ORCID: 0000-0002-8124-8766

Scopus ID: 24166492200

Google Scholar ID: T8anQvgAAAAJ

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