Professor Peter Freebody

BA(Hons First Class)(Sydney), DipEd(Sydney), PhD(Ill)

Honorary Professor

Email:

Phone: +61 2 9036 9641

Fax: +61 2 9351 2606

Building.Room: A35.431

Research interests

Educational systems: administration, management and leadership

  • Preschool, primary and secondary

Research on teaching and learning

  • English and literacy
  • Teacher education and professional learning


Keywords

equity and literacy education, classroom research, ICT and literacy learning, critical literacy, literacy across the curriculum and the school years



Professional biography

 

Peter is a Fellow of the Academy of the Social Sciences in Australia with interests in literacy education, educational disadvantage, classroom interaction and research methodology. He has authored or edited 12 books and over 20 research reports to government. He has published in international journals such as Reading Research Quarterly, Harvard Educational Review, American Educational Research Journal and the International Journal of Qualitative Studies in Education. He has also contributed numerous invited entries in international handbooks and encyclopedias on literacy, critical literacy, and research methodology. He has served on several Australian state and national advisory groups in the areas of literacy education and curriculum design. He was evaluator of the Australian national on-line curriculum initiative conducted by the Australian Curriculum Corporation, and a co-founder of the Centre for Research in Pedagogy and Practice at the National Institute of Education, Singapore. He has been a member of the New South Wales State Ministerial Advisory Group on Literacy and Numeracy, and the Australian Commonwealth Government’s nominee on the National Literacy and Numeracy Expert Group. He was 2015-16 Chair of the International Literacy Association' Research Panel and 2014-15 recipient of that Association's WS Gray Citation for lifelong contribution to literacy research.

 



Awards

  • Citation of Merit for Research Excellence, Australian Literacy Educators' Association

    W.S. Gray Citation of Merit, International Readiong Association

  • Lifetime Membership, Primary English Teachers' Association of Australia



Selected publications

Books

  • Proctor, H., Brownlee, P. & Freebody, P. (Eds.). (2015). Controversies in education: Orthodoxy and heresy in policy and practice. . Dordrecht, The Netherlands: Springer Science.
  • Morgan, A-M., Comber, B., Freebody, P. & Nixon, H. . (2014). Literacy in the middle years: Learning from collaborative classroom research.. Sydney: Primary English Teachers' Association of Australia.
  • Markauskaite, L., Freebody, P., & Irwin, J. (Eds.). (2011). Methodological choice and design: Scholarship, Policy and practice in social and educational research. Dordrecht: Springer Science.
  • Freebody, P. (2007). Literacy Education in School Research perspectives from the past, for the future. Camberwell, Victoria: ACER.

Book chapters

  • Freebody, P. (2017). Critical literacy education: ‘the supremely educational event'. In B. Street & S. May (Ed.), Encyclopedia of language and education: Literacies and language education (3rd ed.,), Heidelberg, Germany: Springer.
  • Freebody, P. (2017). Evidence and culture in the global literacy education competition - and other possibilities. . In A. Lian, P. Kell, P. Black, & Lie, K-Y.. (Ed.), Challenges in global learning: Dealing with education issues from an international perspective (pp. 70–94), Cambridge, UK: Cambridge Scholars Publishing.
  • Freebody, P. (2017). Foreword. In N. Kurcikova, C.E. Snow, V. Grover, & C. McBride (Ed.), The Routledge International Handbook of Early Literacy Education: A Contemporary Guide to Literacy Teaching and Interventions in a Global Context London: Routledge.
  • Brownlee, P., & Freebody, P. . (2015). Who Are the Heretics?. In Proctor, H., Brownlee, P. & Freebody, P. (Ed.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 207–216), Dordrecht, The Netherlands: Springer Science.
  • Proctor, H., Freebody, P. & Brownlee, P. (2015). Introduction: Heresy and orthodoxy in contemporary schooling: Australian educational policy and global neoliberal reform. In H. Proctor, P. Brownlee, & P. Freebody (Ed.), Controversies in education: Orthodoxy and heresy in policy and practice (pp. 1–12), Dordrecht, The Netherlands: Springer Science.
  • Freebody, P., Barton, G., Chan, E. . (2014). Literacy Education. In C. Leung and B.V. Street (Eds.), The Routledge Companion to English Studies (pp. 419–434), New York USA: Routledge.
  • Barton, G., Freebody, P. (2014). Literacy and Knowledge: Classroom Practice in the Arts. In G. Barton (Ed.), Literacy and the arts: retheorising learning and teaching (pp. 93–110), Zurich, Switzerland: Springer International.
  • Freebody, P. (2014). The arts and literacy, ‘amplified right’: Hearing and reading J.S. Bach.. In G. Barton (Ed.), Literacy and the arts: retheorising learning and teaching (pp. 269–286), Zurich, Switzerland: Springer International.
  • Freebody, P., Chan, E., Barton, G. . (2013). Literacy and Curriculum: Language and Knowledge in the Classroom. In K. Hall, T. Cremin, B. Comber, L. Moll (Ed.), International Handbook of research on children’s literacy, learning, and culture. (pp. 304–318), Oxford, UK: Wiley-Blackwell.
  • Freebody, P. . (2013). Knowledge about language, literacy and literature in the teaching and learning of English. . In A. Simpson, S. White (Ed.), Language, Literacy and Literature (pp. 3–25), Melbourne: Oxford University Press.
  • Freebody, K., Freebody, P. & Maney, B. . (2011). Relating schools and communities in times of diversity, volatility and rapid change.. In D. Bottrell and S. Goodwin (Eds.), Schools, Communities and Social Inclusion (pp. 66–79), London: Palgrave.
  • Freebody, P. & Freiberg, J . (2011). Teaching and learning critical literacy: Beyond the ‘show of wisdom’. In M. Kamil, P.D. Pearson, E.B. Moje, & P. Afflerbach (Ed.), International Handbook of Reading Research (pp. 432–453), International Reading Association, Mahwah, New York: Routledge.
  • Freebody, P. & Freiberg, J . (2011). Ethnomethodological research in education and the social sciences: studying ‘the business, identities and cultures’ of classrooms. In L. Markauskaite, P. Freebody, & J. Irwin (Ed.), Methodological choice and design: Scholarship, Policy and practice in social and educational research (pp. 79–92), Dordrecht: Springer Science.
  • Markauskaite, L., Freebody, P., & Irwin, J . (2011). Bridging and blending disciplines of inquiry: doing science and changing practice and policy. In L. Markauskaite, P. Freebody, & J. Irwin (Ed.), Methodological choice and design: Scholarship, Policy and practice in social and educational research (pp. 3–16), Dordrecht: Springer Science.
  • Freebody, P., Markauskaite, L., & Irwin, J . (2011). Knowledge and epistemology in scholarship, practice and policy: research-as-science and research-as-project. In L. Markauskaite, P. Freebody, & J. Irwin (Ed.), Methodological choice and design: Scholarship, Policy and practice in social and educational research (pp. 17–36), Dordrecht: Springer Science.
  • Bloome, D., Chapman, T., & Freebody, P . (2010). Complexity, multiplicity, ‘timeliness’, and substantive engagement: Methodologies for researching the teaching of the English Language Arts. In D. Lapp & D. Fisher (Ed.), Handbook of Research on Teaching the English Language Arts (pp. 353–357), New York: Routledge.
  • Freebody, P . (2010). Research methods in teaching and learning the English Language Arts: Methodological choices and policy. In D. Lapp & D. Fisher (Ed.), Handbook of Research on Teaching the English Language Arts (pp. 364–369), New York: Routledge.
  • Freebody, P. (2010). Socially responsible literacy education: Toward an ‘organic relation’ to our place and time. In F. Christie and A. Simpson (Eds.), Literacy and Social Responsibility: Multiple Perspectives (pp. 40–55), London: Equinox Publishers.
  • Bloome, D., Chapman, T., & Freebody, P . (2010). Section editors: Methods of research on teaching the English Language Arts. In D. Lapp & D. Fisher (Ed.), Handbook of Research on Teaching the English Language Arts (pp. 353–424), New York: Routledge.
  • Zhang, B.B. & Freebody, P . (2009). Image, genre, voice, and the making of the school-literate child: Lessons from literacy teaching in China. In D. Cole (Ed.), Multiliteracies and change in contemporary literacies (pp. 42–58), London: Routledge.
  • Zhang, B.B. & Freebody, P . (2009). Power, language, and literacy education: The case of early reading and writing in China. In T. Lê & M. Short (Ed.), Critical discourse analysis: An interdisciplinary perspective (pp. 291–303), New York: Nova Science Publishers.
  • Freiberg, J. & Freebody, P . (2009). Applying Membership Categorization Analysis to discourse: When ‘tripwire critique’ is not enough. In T. Lê & M. Short (Ed.), Critical discourse analysis: An interdisciplinary perspective (pp. 49–64), New York: Nova Science Publishers.
  • Freebody, P. (2008). Critical literacy education: On living with ‘innocent language'. In Street BV, Hornberger NH (Ed.), Encyclopedia of language and education vol 2 Literacy (Vol. 2, pp. 107–119), Heidelberg, Germany: Springer.
  • Freebody, K. & Freebody, P. (2008). Engaging and critiquing challenge in the process drama classroom: Socio-economic status as topic and resource. In K. Cooper & R.E. White (Ed.), Critical Literacies in action: Social perspectives and teaching practice (pp. 49–78), Rotterdam, The Netherlands: Sense Publishers.
  • Freebody, P. & Zhang, B. (2008). The designs of culture, knowledge, and interaction in the reading of language and image. In Len Unsworth (Ed.), New Literacies and the English Curriculum: Multimodal Perspectives (Vol. 1, pp. 23–46), London: Continuum.
  • Freebody, P, Freiberg, J. (2008). Globalised literacy education: Intercultural trade in textual and cultural practice. In Prinsloo M, Baynham M (Ed.), Literacies, global and local (pp. 17–34), Amsterdam / Philadelphia: John Benjamins Publishing Company.
  • Freebody, P., Muspratt, S. & McRae, D . (2008). Technology, curriculum, and pedagogy: evaluating an online content program in Australasia. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Ed.), International handbook of research on learning design and Learning Objects: Issues, applications and technologies. (pp. 470–492), New York, USA: IGI: Information Science Reference.
  • Freebody, P. (2007). Building literacy education: pasts, futures, and “the sum of effort”. In Alyson Simpson (Ed.), Future directions in literacy: International conversations conference 2007 (pp. 95–113), Sydney: University of Sydney Press.
  • Freebody, P. (2005). Social Perspectives on the Cognitive Revolution and Education: From ‘Alien Beings’ to ‘Robust Trustees’. In James M. Royer (Ed.), The Cognitive Revolution in Educational Psychology (Current Perspectives on Cognition, Learning, and Instruction) (pp. 293–325), Unknown: Information Age Publishing.
  • Freebody, P. (2005). Critical literacy. In Beach, R., Green, J., Michael, M., & Shanahan, T. (Ed.), Multidisciplinary Perspectives on Literacy Research (pp. 433–454), New Jersey: Hampton Press, Inc..

Journal articles

  • Allender, T. & Freebody, P. . (2016). Disciplinary and idiomatic literacy: Re-living and re-working the past in senior school history.. The Australian Journal of Language and Literacy, 39(1), 7–19.
  • Freebody, P. (2014). Geoffrey Sherington and the history of Australian education: “ideas of use to a needy world”. . Journal of Educational Administration and History, 46(2), 125–133.
  • Gerrard, J., Albright, J., Clarke, D. J., Clarke, D., Farrell, L., Freebody, P., & Sullivan P. (2013). Researching the creation of a national curriculum from systems to classrooms. Australian Journal of Education, 57(1), 60–73. DOI:10.1177/0004944112471480
  • Freebody, P. . (2013). School knowledge in talk and writing: Taking ‘when learners know’ seriously. . Linguistics and Education, 24, 64–74.
  • Freebody, P. . (2013). Knowledge and school talk: Intellectual accommodations to literacy? . Linguistics in Education, 24, 4–7.
  • Venkatchary, R., Le Vasan, M. & Freebody, P . (2009). Training for learner-centred pedagogy and curriculum design. Kritika Kultura, 12, 80–99.
  • Freebody, P, Maton, K, Martin, J. (2008). Talk, text and knowledge in cumulative, integrated learning: A response to "intellectual challenge". Australian Journal of Language and Literacy, 31(2), 188–201.
  • Freebody, P, Muspratt, S. (2007). Beyond generic knowledge in pedagogy and disciplinarity: the case of science textbooks . Pedagogies: an international journal, 2(1), 35–48.
  • Cooksey, R, Freebody, P, Wyatt-Smith, C. (2007). Assessment as Judgment-in-Context: Analysing How Teachers Evaluate Students' Writing. Educational Research and Evaluation, 13(5), 401–434.
  • Freebody, P, Freiberg, J. (2006). Cultural science and qualitative educational research: Work in the first place on the morality of classroom life. International Journal of Qualitative Studies in Education, 19(6), 709–722.
  • Le Vasan, M, Venkatachary, R, Freebody, P. (2006). Can collaboration and self-direction be learned? A procedural framework for problem-based learning. Planning & Changing: an educational leadership and policy journal , 37(1&2), 24–36.
  • Freebody, P, Freiberg, J. (2006). Cultural Science and qualitative educational research: Work 'in the first place' on the morality of classroom life. International Journal of Qualitative Studies in Education, 19(6), 709–722.
  • Freebody, P, McRae, D, Freebody, K. (2006). The Le@rning Federation's on-line initiative : lessons from teachers on change, technologies, and learning about English and literacy. English in Australia, 41(1), 48–57.
  • Freebody, P, Freebody, K, McRae, D, Muspratt, S. (2006). New curricular ways with new technologies: The Le@rning Federation’s learning objects arrive in classrooms. Professional Educator, 5(2), 14–17.
  • Freebody, P, Hornibrook, M, Freebody, K. (2005). Language, learning to read, and life pathways. Reading Research Quarterly, , 7–7.
  • Freebody, P, Hornibrook, M. (2005). The relationship of reading ICT to opportunity structures: An object of study?. Reading Research Quarterly, 40, 371–376.
  • Luke, A, Freebody, P, Shun, L, Gopinathan, S. (2005). Towards Research-based Innovation and Reform: Singapore schooling in transition. Asia Pacific Journal of Education, 25(1), 5–28.

Conference papers

  • Reimann, P., Freebody, P. Hornibrook, M. & Howard, S . (2010). Designing for immersive learning environments . In Refereed proceedings of the European Conference on e-Learning (pp. 473–480).
  • Muspratt, S, Freebody, P. (2008). Students' perceptions of the characteristics of "good" and "bad" digital learning objects. In Jeffrey, P Proceedings of AARE 2007 International Educational Research Conference. Fremantle, 26-29 Nov 2007.

Other

  • Freebody, P. . (2016). Disciplinary literacy: Pedagogy and assessment, All-day symposium for school leaders, Reading Centre, Department of Education and Training, Queensland Government, Brisbane, September..
  • Freebody, P. (2016). Disciplinary literacy: Reading, writing, and knowing the curriculum, Research address to the New South Wales Institute of Educational Research Conference on ‘Literacy: What works and why?’. University of New South Wales, Sydney, November..
  • Freebody, P. (2016). Literacy education in Australia: Practice, research, debate, and dynamism, Opening plenary address to the New South Wales Institute of Educational Research Conference on ‘Literacy: What works and why?’. University of New South Wales, Sydney, November..
  • Freebody, P. (2016). Power – ‘social’ and otherwise – language, and the development of literate citizens, Plenary address, Annual conference of the Australian Systemic Functional Linguistics Association, Australian Catholic University Sydney, September..
  • Freebody, P. (2016). Ways forward for literacy practice, research and policy, Closing plenary address to the New South Wales Institute of Educational Research Conference on ‘Literacy: What works and why?’. University of New South Wales, Sydney, November..
  • Freebody, P. (2016). Modelling literacy learning: Adequate, useful research, Workshop, Language and Literacy Group, Graduate School of Education, University of Melbourne, August..
  • Lewis-Spector, J. & Freebody, P. (2016). Scenarios of Schools of the Future: Implications and consequences for literacy instruction, educators' roles and students' literacy, Presidential Address, International Literacy Association annual conference, Boston, Massachusetts, July..
  • Freebody, P. (2016). Challenges in assessment: the OECD perspective, Open Policy Forum, (Chair, J. Rowsell), Literacy Research Panel, International Literacy Association annual conference, Boston, Massachusetts, July..
  • Freebody, P. (2016). Researching literacy and knowledge in classrooms, Keynote address, Research Institute, International Literacy Association annual conference, Boston, Massachusetts, July..
  • Freebody, P. (2016). Assessing literacy across the years and the curriculum – for whom? , Plenary address, Primary English Teachers’ Association Symposium Sydney, May..
  • Freebody, P. (2016). Literacy education in Australia: Challenges, directions, and lessons, Presentation to Symposium on ‘Global Variations in Literacy’, Netherlands Institute of Advanced Study in the Social Sciences, den Haag (The Hague), Netherlands, March.
  • Freebody, P. (2016). Literacy education: Analytic attention to ‘the sites in question’, Induction Address, Reading Hall of Fame Annual Symposium, Boston, Massachusetts, July..
  • Freebody, P. & Freebody, K . (2011). Teachers researching communities: A review of the research literature, New South Wales, Department of Education and Training, Priority Schools Program, retrieved 080211, (pp. 34).
  • Reimann, P., Freebody, P., Hornibrook, M., & Howard, S . (2009). Immersive learning environments: A study of teachers’ innovation using The Le@rning Federation’s digital learning resources, Melbourne, Victoria: Curriculum Corporation, (pp. 73) .