Associate Professor Robert Hattam

Robert Hattam is an Associate Professor in the School of Education and the Director of the Centre for Research in Education. His research has focused on teachers’ work, critical and reconciliation pedagogies, refugees, and socially just school reform. He has published in a range of journals and has been involved in book projects with others that include Schooling for a Fair Go, Teachers' Work in a Globalising Economy, and Dropping Out, Drifting Off, Being Excluded: Becoming Somebody Without School. Recently he published a book entitled Awakening-Struggle: Towards a Buddhist Critical Theory.

Curriculum Vitae

Complete list of publications

POSITIONS HELD:

• Associate Professor of Education
  (Centre for Studies in Literacy, Policy and Learning Cultures - LPLC)


• Research Fellow
  (Hawke Research Institute for Sustainable Societies - HRISS)


• Lecturer, Program Director
  (Graduate Certificate in Education)


• Lecturer, School Reform and Educational Policy

CURRENT RESEARCH PROJECTS:

Rethinking Reconciliation and Pedagogy in ‘Unsettling times’ - ARC Discovery Grant 2004-2006
In ‘unsettling times', reconciliation processes have the potential to strengthen the fragile network of relationships that holds Australian society together. Unfortunately, the pedagogical potential of reconciliation processes has yet to be adequately elaborated. We urgently need more scholarly accounts of reconciliation in action. This project will provide cross-cultural comparative accounts of reconciliation practices in Australia, and South Africa. The project will also develop accounts of how reconciliation is represented and pursued in media culture particularly on the world-wide web. The analysis of these accounts will culminate in the development of a theory of pedagogies for reconciliation.

Redesigning Pedagogies in the North - ARC Linkage Grant 2005-2007
Internationally, the middle years of schooling are increasingly problematic for students and teachers, and thus a crucial site for pedagogical reform. The last decade of research and development is nearly exhausted. There is need for a new generation of pedagogical innovation that recognises shifts in demography, identities and socio-economic conditions. This project aims to build curriculum and pedagogical practice that engage young people’s lifeworlds and the concerns of their communities. It will, develop a university-school professional learning community that supports educational action research and that informs pedagogical practices through ethnographies of the everyday lives of diverse young people.

Schooling, Globalisation and Refugees in Australia - ARC Discovery Grant 2005-2007
This project aims to explore schooling for refugee students in the Queensland public education system. It proposes to develop and test a new research approach by combining policy analysis, critical discourse analysis and visual narratives to explore global and local policies, and school-based practices. By focusing on refugees, a cohort of 'placeless' peoples, the project aims to examine how education institutions engage with issues of global and national identity, and citizenship in an increasingly ‘borderless’, ‘networked’ society. The project aims to contribute to ‘good practice’ in refugee education, as well as explore issues of globalisation for all Australian school students.

Australian Association for Research in Education

American Educational Research Association

Doctor of Philosophy
University of South Australia, 2002

Master of Education (Curriculum Leadership)
University of South Australia, 1992

Graduate Diploma of Teaching
Adelaide College of Advanced Education, 1977

Bachelor of Science
University of Adelaide, 1976

• Critical sociology of teachers' work
• School reform
• Policy ethnography
• Social justice and schooling
• Technologies of self
• Critical pedagogy
• Cross-cultural dialogue

                           

BOOKS AND BOOK CHAPTERS

Hattam R. (2008). Early school leaving. In G. McCulluch & D. Crook. The Routledge International Encyclopedia of Education. London: Routledge.

Hattam R. (2008) Socially-engaged Buddhism as a provocation for critical pedagogy in ‘unsettling times’. In Wang, H. & Eppert, C. (eds) Cross-Cultural Studies in Curriculum: Eastern Thought: Educational Insights. Mahwah: Lawrence Erlbaum Associates.

Matthews, J. & Hattam R. (2008) Did Buddha Laugh? Zen, humour and pedagogy. In Inayatullah, S. & Bussey, M. (eds.) Alternative Educational Futures: Pedagogies for an emergent world. SensePublishers.

Matthews, J. & Hattam R. (2008). Did Buddha laugh?: Zen, humour and pedagogy. In Inayatullah, S. & Bussey, M. (eds.) Alternative educational futures: Pedagogies for an emergent world. Sense Publishers.

Hattam, R. & Atkinson, S. (eds.) (2007 – in press). Reconciliation/Pedagogy. London: Routledge.

Hattam, R., Rigney, D. & Hemmings, S. (2007). Reconciliation? Culture and Nature and the Murray River. In Potter, E. Mackinnon, A., McKenzie, S. & McKay, J. (eds.) Fresh Water: New Perspectives on Water in Australia (pp. 105-122). Melbourne University Press.

Hattam R. (2007). Socially-engaged Buddhism as a provocation for critical pedagogy in ‘unsettling times’. In Wang, H. & Eppert, C. (eds) Cross-cultural studies in curriculum: Eastern thought, educational insights. Lawrence Erlbaum Associates

Hattam, R. (2004). Thinking stereoscopically about self and social transformation. In P. Willis & P. Carden (eds.) Lifelong learning and the democratic imagination: Revisioning justice, freedom and community. Flaxton, Qld. Post Pressed.

Hattam, R. (2004). Awakening-struggle: Towards a Buddhist critical social theory. Flaxton: Post Pressed.

Smyth, J. Hattam, R., with Cannon, J., Edwards, J., Wilson, N. & Wurst, S. (2004). Dropping out, drifting off, being excluded: Becoming somebody without school. NY: Peter Lang Publishing.

Hattam, R. & Howard, N. (2003). Engaging lifeworlds: Public curriculum and community building. In A. Reid & P. Thomson (Eds.) Rethinking public education: Towards a public curriculum. Flaxton, Qld. PostPressed.

Smyth, J., Hattam, R., Edwards, J., Cannon, J., Wilson, N. & Wurst S. (2000). Listen to me I'm leaving: Early school leaving in South Australian secondary schools. Adelaide: Flinders Institute for the Study of Teaching.

Smyth, J., Dow, A., Hattam, R., Reid, A., & Shacklock, G. (2000). Teachers' work in a globalising economy. London: Falmer Press.

Hattam, R. (1999). School reform and Howard’s way. In J. Spoehr (Ed.), Beyond the Contract State: ideas for Social Renewal in South Australia, (pp. 244-265). Adelaide: Wakefield Press.

Smyth, J., Hattam, R., & Lawson M. (Eds.) (1998). Schooling for a fair go. Leichhardt, NSW: Federation Press.

Hattam, R., Shacklock, G. & Smyth J. (1998). Doing critical cultural studies: An antidote to being done to. In J. Smyth, R. Hattam & M. Lawson (Eds.), Schooling for a fair go. Sydney: Federation Press.

Hattam, R., Smyth, J., & Lawson, M. (1998). Schooling for a fair go: (Re)making the social fabric. In J. Smyth, R. Hattam & M. Lawson (Eds.), Schooling for a fair go. Sydney: Federation Press.

Hattam, R. & Smyth, J. (1998). The contested nature of defining competent teaching: A case study of the Beginning Teacher Competency Framework. In E. Hatton (Ed.), Understanding teaching: curriculum and the social context of schooling, (pp. 113-119). Sydney: Harcourt Brace.

REFEREED JOURNAL ARTICLES

Quinn, R., Prosser, B. & Hattam, R. (2008). Putting the home back into homework: An example of middle school reform. Curriculum Perspectives, 28(3), 48-58.

Hattam, R. & Prosser, B. (2008). Unsettling deficit views of students and their communities. Australian Educational Researcher, 35(2), 89-106.

Prosser, B. & Hattam, R. with Steve Andrews, Debbie Henderson, Jennifer Jones (2007 – in press). Connecting curriculum with student lifeworlds: resources for innovation in Australian Middle Schooling. Teacher Development.

Hattam, R., Prosser, B., Sellar, S. & Lucas, B. (2007 – in press). Researching the “funds of knowledge” approach in the Middle Years. Teachers and Teaching: Theory and Practice

Hattam, R. (2007 – in press). Easier said than done: ‘Strong Connectedness’ in the Middle Years. Pedagogies: An international Journal.

Hattam, R. (2007). Thinking past a ‘left-right’ frame-up: Towards ethico-politics. Social Alternatives, 26(1), 13-19

Quinn, R., Prosser, B. & Hattam, R. (2007 - in press). Putting the home back into homework: an example of middle school reform. Curriculum Perspectives.

Hattam, R. & Prosser, B. (2007 - in press). Unsettling deficit views of students and their communities. Australian Educational Researcher.

Hattam, R. & Prosser, B. (2007 - in press). Connecting Curriculum with student lifeworlds. Teaching Education

Hattam, R. & Atkinson, S. (2006). Reconciliation is a framed the rethinking racism in Australia. Social Identities, 12(6), 683-700.

Hattam, R. & Smyth, J. (2004). 'Not everyone has a perfect life': Becoming somebody without school. Pedagogy, Culture and Society, 12(1).

Hattam, R. & Smyth, J. (2003). ‘Not everyone has a perfect life’: Becoming somebody without school, Pedagogy, Culture and Society 11(3): 379-398.

Smyth, J., McInerney, P. & Hattam, R. (2003). Tackling school leaving at its source: A case of reform in the middle years of schooling. British Journal of Sociology of Education, 24(2).

Smyth, J. & Hattam, R. (2002). Early school leaving and the cultural geography of high schools. British Educational Research Journal, 28(3), 376-397.

Hattam, R. & Smyth, J. (2000-20001). 'Listen to me. I'm leaving'. Education Links, 61/62, 25-27.

Smyth, J. & Hattam, R. (2001). 'Voiced' research as a sociology for understanding 'dropping out' of school. British Journal of Sociology of Education, 22(3), 401-415.

Smyth, J. & Hattam, R. (2000). Intellectual as hustler: Researching against the grain of the market. British Educational Research Journal 26(2), 157-175.

Shacklock, G., Hattam, R., & Smyth, J. (2000). Enterprise education and teachers' work: Exploring the links. Journal of Education and Work 13(1), 41-60.

McInerney, P., Hattam, R., Smyth, J. & Lawson, M. (2000). Remembering teachers’ learning in a context of policy forgetting, Curriculum Perspectives, 20(3), 29-36.

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