Professor Trevor Gale

Trevor Gale is Professor of Education and the founding director of the National Centre for Student Equity in Higher Education; an Australian Government funded research centre hosted by the University of South Australia. Previously he was Associate Dean (Research Degrees) in the Faculty of Education, Monash University, where he also taught courses in the sociology of teaching, policy sociology, and qualitative research methodology.

He is a foundation member of the National VET Equity Advisory Council (NVEAC), the founding editor of Critical Studies in Education, and on the editorial board of the International Journal of Inclusive Education. From 2000 to 2006, Trevor was an executive member of the Australian Association for Research in Education. As President in 2005, he led the discipline’s early response when Australia's Research Quality Framework was first mooted.

Trevor received his PhD in policy sociology in 1996 from the University of Queensland, for which he was awarded the Grassie-Bassett prize, and has been researching education policy and social justice issues in education for almost two decades. He is currently directing a commissioned DEEWR project investigating Australian universities’ interventions early in school to increase students’ later participation in higher education.

Trevor is author and co-author of 3 books. Just Schooling (OUP 2000) and Engaging Teachers (OUP 2003; translated into Spanish in 2007) are seminal texts in under and post graduate sociology of education courses throughout Australia, New Zealand and Europe. Rough Justice (Peter Lang 2005) is a narrative of youth homelessness and disadvantage in Australia and is used extensively by juvenile justice workers in Victoria’s Department of Human Services.

Trevor is currently writing two further books: Schooling in Disadvantaged Communities (Springer 2009, in press) with Carmen Mills and Educational Research by Association (Sense 2009, in press), an edited collection with Bob Lingard. He is author and co-author of over 100 book chapters, journal articles, and conference papers.

Critical Studies in Education

Australian Association for Research in Education

National Centre for Student Equity in Higher Education

equity101

BOOKS

Mills, C. & Gale, T. (2010) Schooling in Disadvantaged Communities: playing the game from the back of the field. Springer. ISBN: 978-90-481-3343-7

Lingard, B. & Gale, T. (eds) (2010, in press) Educational Research by Association. Rotterdam: Sense Publishers. ISBN: 978-94-6091-018-0

Gale, T. & Densmore, K. (2007) La implicación del profesorado: Una agenda de democracia radical para la escuela. Barcelona, Spain: Ediciones Octaedro. (181pp) ISBN 978-84-8063-897-5

Gale, T. (2005) Rough Justice: Young people in the shadows. New York, USA: Peter Lang Publishing. (236pp) ISBN 0-8204-6802-9

Gale, T. & Densmore, K. (2003) Engaging Teachers: Towards a radical democratic agenda for schooling. Berkshire, UK: Open University Press. (144pp) ISBN 0 335 21026 0

Gale, T. & Densmore, K. (2000) Just Schooling: Explorations in the cultural politics of teaching. Buckingham, UK: Open University Press. (192pp) ISBN 0 335 20322 1

BOOK CHAPTERS

Sellar, S. & Gale, T. (2010, in press) 'Who knows best? Schooling, universities and the scholarly ideal’ in J. Portelli & B. McMahon (eds) Student Engagement in Urban Schools: Beyond Neoliberal Discourses. North Carolina, USA: Information Age Publishers

Gale, T. & Tranter, D. (2010, in press) ‘Social inclusion as a matter of policy: Higher education for the masses’ in T. Basit & S. Tomlinson (eds) Social Inclusion and Higher Education. London: Routledge.

Gale, T. & Cross, R. (2007) ‘Nebulous goobledegook: The politics of (re)learning how and what to teach in Australia’; in A. Berry, A. Clemens and A. Kostogriz (eds) Dimensions of professional learning: Professionalism, practice and identity. Rotterdam: Sense Publishers, pp. 5-22. ISBN 978-90-879000-1-4

Gale, T. (2007) ‘Realizing policy: The who and how of policy production’ in B. Lingard & J. Ozga (eds) Reader in Education Policy and Politics. London: Routledge, pp. 220-235.

Gale, T. (2007) ‘Critical policy sociology: Historiography, archaeology and genealogy as methods of policy analysis’ in S.J. Ball, I. F. Goodson and M. Maguire (eds) Education, Globalisation and New Times. London: Routledge, pp. 148-166.

Gale, T. (2006) ‘How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling’ in B. Doecke, M. Howie & W. Sawyer (eds) ‘Only connect …’: English teaching, schooling, and community. Kent Town: AATE & Wakefield Press, pp. 99-119.

Mills, C. & Gale, T. (2004) ‘Doing research with teachers, parents and students: The ethics and politics of collaborative research’, in P. Danaher, P. Coombs & M. Danaher (eds.) Strategic Uncertainties: Ethics, politics and risk in contemporary educational research. Flaxton: Post Pressed, pp. 89-101.

Mills, C. & Gale, T. (2001) 'Recognitive justice: Renewed commitment to socially just schooling' in Knight, B. & Rowan, L. (eds.) Researching in contemporary educational environments. Flaxton: Post Pressed, pp. 64-83.

Gale, T. & McNamee, P. (1996) 'Increasing access, chancing equity: Social justice and Australian higher education' in M. Warry, P. O’Brien, J. Knight & C. Swendson (eds.) Navigating in a sea of change: Second set of working papers of the Higher Education Policy Project, Graduate School of Education, University of Queensland: CQU Press, pp. 16-26.

Gale, T. (1996) 'Assessing literacy: New patches on old garments or a re-channelling of the mainstream?' in M. Warry, P. O’Brien, J. Knight & C. Swendson (eds.) Navigating in a sea of change: Second set of working papers of the Higher Education Policy Project, Graduate School of Education, University of Queensland: CQU Press, pp. 143-150.

Gale, T. (1993) 'Good politics or good management: The making of higher education entry policy in Queensland' in M. Bella, J. McCollow, J. Knight (eds.) Higher education in transition: Working papers of the Higher Education Policy Project, Graduate School of Education, University of Queensland, pp. 66-77.

REFEREED JOURNAL ARTICLES

Gale, T. and Wright, J. (2009) Utility as a first principle for education research: Reworking autonomy in Australian higher education. ACCESS: Critical Perspectives on Communication, Cultural & Policy Studies.

Sellar, S. & Gale, T. (2009) Pedagogies of Critique: struggling with what and how to think. Pedagogy, Culture and Society, 17(1), pp. 103-114.

Mills, C. & Gale, T. (2007) Researching Social Inequalities in Education: Towards a Bourdieuian Methodology. International Journal of Qualitative Studies in Education, 20(4), pp. 433-447.

Lingard, B. & Gale, T. (2007) The Emergent Structure of Feeling: what does it mean for critical educational studies and research? Critical Studies in Education, 48(1), pp. 1-23.

Gale, T. (2006) Towards a theory and practice of policy engagement: Higher education research policy in the making. Australian Educational Researcher, 33(2), pp. 1-14.

Gale, T. (2006) How did we ever arrive at the conclusion that teachers are the problem? A critical reading in the discourses of Australian schooling. English in Australia, 41(2), pp. 12-26.

Mills, C. & Gale, T. (2004) ‘I’m your new teacher’: The impact of teacher mobility on educational opportunities for marginalised students. Melbourne Studies in Education, 44(2), pp. 67-82.

Mills, C. & Gale, T. (2004) Parent participation in disadvantaged schools: Moving beyond attributions of blame. Australian Journal of Education, 48(3), pp. 268-281.

Gale, T. & Cosgrove, D. (2004) ‘We learnt that last week’: Reading into the language practices of teachers. Teachers and Teaching: Theory and Practice, 10(2), pp. 125-134.

Mills, C. & Gale, T. (2003) Transient Teachers: Mixed messages of schooling in regional Australia. Journal of Research in Rural Education, 18(3), pp. 145-151.

Gale, T. & Kitto, S. (2003) Sailing into the wind: New disciplines in Australian higher education. British Journal of Sociology of Education, 24(4), pp. 501-514.

Gale, T. & Densmore, K. (2003) Democratic educational leadership in contemporary times. International Journal of Leadership in Education, 6(2), pp. 119-136.

Gale, T. (2003) Realizing policy: The who and how of policy production. Discourse: Studies in the Cultural Politics of Education, 24(1), pp. 51-66.

Mills, C. & Gale, T. (2002) Schooling and the production of social inequalities: What can and should we be doing? Melbourne Studies in Education, 42(1), pp. 107-128.

Gale, T. & Densmore, K. (2002) Student success and failure: As a matter of fact or just how they are portrayed? Asia-Pacific Journal of Teacher Education, 30(1), pp. 7-23.

Gale, T. (2002) Degrees of difficulty: An ecological account of learning in Australian higher education. Studies in Higher Education, 27(1), pp. 65-78.

Gale, T. (2001) To speak of academic achievement and justice: A dialogue of time and place for students and their schooling. Teaching Education, 12(3), pp. 371-380.

Gale, T. (2001) Critical policy sociology: Historiography, archaeology and genealogy as methods of policy analysis. Journal of Education Policy, 16(5), pp. 379-393.

Gale, T. & Densmore, K. (2001) Questions of (re)production and legitimation: A second screening of teacher-student relations. Journal of Curriculum Studies, 33(5), pp. 601-619.

Gale, T. (2001) Under what conditions? Including students with learning disabilities within Australian classrooms. Journal of Moral Education, 30(3), pp. 261-272.

Trood, C. & Gale, T. (2001) The diffusion of policy in contexts of practice: Flexible delivery of Australian vocational education and training. Journal of Vocational Education and Training, 53(1), pp. 159-172.

Gale, T. (2000) Putting academics in their place. Australian Educational Researcher, 27(2), pp. 121-136.

Gale, T. (2000) Rethinking social justice in schools: How will we recognise it when we see it? International Journal of Inclusive Education, 4(3), pp. 253-269.

Gale, T. (2000) (Dis)ordering teacher education: From problem students to problem-based learning. Journal of Education for Teaching, 26(2), pp. 127-138.

Gale, T. (2000) Are we raising the standards of language use or just playing games? Melbourne Studies in Education, 41(1), pp. 63-90.

Danaher, P., Gale, T. & Erben, T. (2000) The teacher educator as (re)negotiated professional: Critical incidents in steering between state and market. Journal of Education for Teaching, 26(1), pp. 55-71.

Gale, T. (1999) Policy trajectories: Treading the discursive path of policy analysis. Discourse: Studies in the Cultural Politics of Education, 20(3), pp. 393-407.

Gale, T. (1999) What counts as higher education? Pursuing intellectually compelling ideas. Australian Educational Researcher, 26(2).

Gale, T. (1999) Fair contest or elite sponsorship? Entry settlements in Australian higher education. Higher Education Policy, 12(1), pp. 69-91.

Gale, T. & Jackson, C. (1997) Preparing professionals: Student-teachers and their supervisors at work. Asia-Pacific Journal of Teacher Education, 25(2), pp. 177-191.

Singh, M., Bartlett, L., Rowan, L., Gale, T. & Roylance, P. (1997) Moves to restructure the work of principals, of teaching, and human resource management. Journal of School Leadership, 7, pp. 69-91.

Singh, M. & Gale, T. (1996) Restructuring teacher education, the national interest and globalisation. Asia-Pacific Journal of Teacher Education, 24(1), pp. 17-32.

Gale, T. & McNamee, P. (1995) Alternative pathways to traditional destinations: Higher education for ‘disadvantaged’ Australians. British Journal of Sociology of Education, 16(4), pp. 437-450.

Gale, T. (1994) Story-telling and policy making: The construction of university entrance problems in Australia. Journal of Education Policy, 9(3), pp. 227-232.

Gale, T. (1994) University entrance in Queensland: Post World War II challenges to the influence of the University of Queensland. History of Education Review, 23(1), pp. 38-52.

Gale, T. (1994) Beyond caricature: Exploring theories of educational policy production and implementation. Australian Educational Researcher, 21(2), pp. 1-12.

Gale, T. & McNamee, P. (1994) Just out of reach: Access to equity in Australian Higher Education. The Australian Universities’ Review, 37(2) pp. 8-12.