Redmond Barry Distinguished Professor, Foundation Professor of Curriculum
Lyn Yates has backgrounds in history, sociology and philosophy, including a PhD on Curriculum Theory and ‘non-sexist education’. She has worked extensively on issues related to education policy and practice, curriculum inquiry, research methodology in education, gender, class and identity. Her work has included qualitative and longitudinal empirical studies in schooling and higher education as well as many essays and conceptual contributions to the field. She is particularly interested in formal education systems and practices (ie schooling and higher education) as fields of both possibility and inequality. Her past publications include The Education of Girls (ACER 1993); Reconstructing the Lifelong Learner (with Mark Tennant et al, Routledge 2003); What does good education research look like? (Open University Press 2004); Making Modern Lives (with Julie McLeod, Suny Press 2006); Curriculum in Today’s World (with Madeleine Grumet, Routledge 2011); Australia’s Curriculum Dilemmas (MUP, 2011); Knowledge at the Crossroads? (with Peter Woelert, Vic Millar and Kate O’Connor, Springer 2017).
Lyn is currently in the final stages of an ARC project entitled Investigating Literary Knowledge in the Making of English Teachers with Larissa McLean Davies, Brenton Doeke, Philip Mead, Wayne Sawyer. The book from this project, with Routledge, will be published in 2022. The project continues Lyn’s work on different forms of knowledge in education and builds on her previous project on history and physics and the current over-regulation and narrowing of education in both schools and universities.
Professor of Global Studies in Education
While Fazal’s disciplinary background in Philosophy, much of his research has been focused on issues of identity and culture in transnational contexts, globalization and education policy, international education, global mobility of faculty and students, and higher education policy and Australia-Asia relations. His book, Globalizing Education Policy (Routledge 2010) is used widely in courses around the world. He is currently contracted for a sequel to this book, with the title, Re-imagining Globalization and Education (Routeldge 2021).
A collection of his essays is published in: Encountering Education in the Global: Selected Writings of Fazal Rizvi (Routledge 2014). His most recent books include a co-authored volume, Class Choreographies: Elite Schools and Globalization (Palgrave 2017) and a co-edited volume, Transnational Perspectives on Democracy, Citizenship, Human Rights and Peace Education (Bloomsbury 2019).
Over the years he has worked on more than 20 funded projects from a wide variety of sources, including the Australian Research Council (ARC), the US Department of Education and UNESCO. Between 2011 and 2016, he was one of the chief investigators of a large ARC funded project on globalization and elite schools, which led to the production of numerous academic papers and books.
Fazal has conducted research on higher education reforms in India, Australia, South Africa and the United States, focusing in particular on their internationalization strategies and programs. He has published extensively on international schools and issues of student mobility and transnational research collaborations. He is currently reviewing educational innovations at the Royal Academy of Bhutan, and is in the process of developing a new project on the implications of recent geopolitical shifts on the experiences of international students.