Professor Peter Freebody
BA(Hons First Class)(Sydney), DipEd(Sydney), PhD(Ill)
Phone: +61 2 9036 9317
Fax: +61 2 9351 2606
Educational systems: administration, management and leadership
- Preschool, primary and secondary
Research on teaching and learning
- English and literacy
- Teacher education and professional learning
equity and literacy education, classroom research, ICT and literacy learning, critical literacy, literacy across the curriculum and the school years
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 10 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 numerous Australian state and national advisory groups in the area of literacy education and curriculum design. He was evaluator of the Australian national on-line curriculum initiative conducted by the Australian Curriculum Corporation, a co-founder of the Centre for Research in Pedagogy and Practice at the National Institute of Education, Singapore, and lead consultant in the development of the Australian English Curriculum. He has been a member of the New South Wales State Ministerial Advisory Group on Literacy and Numeracy. He is the Australian Commonwealth Government’s nominee on the National Literacy and Numeracy Expert Group, and a member of the Literacy Research Panel of the International Reading Association.
Professional and community roles
International member, Literacy Research Panel, International Reading Association
- An intervention study of the teaching of digital literacy capabilities and the effects on students' learning and teachers' sense of fulfilment and job satisfaction.
- Observation and intervention study of implementations of the Australian Curriculums in English and Mathematics
Current research students
|Project title||Degree||Research student|
|An ethnomethodological and conversational analysis of the aboriginal episteme and its impact on education.||PhD||Roger Bourne|
|Storytelling practices in second generation Vietnamese communities.||PhD||Gillian Pennington|
- 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.
- 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.
- 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. & 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., 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.
- 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). 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.
- 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.
- 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.
- 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, 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, 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. (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, 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., 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..
- 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.
- 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, Muspratt, S. (2007). Beyond generic knowledge in pedagogy and disciplinarity: the case of science textbooks . Pedagogies: an international journal, 2(1), 35–48.
- 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, 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, 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, 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, Hornibrook, M. (2005). The relationship of reading ICT to opportunity structures: An object of study?. Reading Research Quarterly, 40, 371–376.
- Freebody, P, Hornibrook, M, Freebody, K. (2005). Language, learning to read, and life pathways. Reading Research Quarterly, , 7–7.
- 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.
- 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.
- 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) .