Key Publications

Details of recent publications by staff in the School of Critical Studies in Education.


crstie pub 1

Applied Theatre: Research: Radical Departures

Authors: Peter O’Connor and Michael Anderson

Applied Theatre: Research is the first book to consolidate thinking about applied theatre as research through a thorough investigation of ATAR as a research methodology. It will be an indispensable resource for teachers and researchers in the area.  The first section of the book details the history of the relationship between applied theatre and research. It then explores how applied theatre as research (ATAR) works as a democratic and pro-social adjunct to community based research and explains its complex relationship to arts informed inquiry, Indigenous research methods and other research epistemologies. The second part of the book provides a series of international case studies of effective practice which detail some of the key approaches in the method and based on work conducted in Australia, New Zealand, Singapore and the South Pacific.


crstie pub2

Case Study Evaluation: Past, Present and Future Challenges

Editors:  Jill Russell, Trisha Greenhalgh and Saville Kushner

In today’s world, with its preoccupation with impact assessments and results-based management, program evaluation is all too often framed as an affirmation of an official narrative rather than as a source of alternatives. The power of case study is its insistence on opening up rather than suppressing the complexity of social programs, on documenting multiple voices and exploring contested viewpoints. In this way, case study resists the trend towards evaluations that simply focus on what works, that reduce the complexity of social life to a single narrative, and to formulations that strip out most of what matters. Now more than ever, as government policies and programs orientate to global economic crisis and its impact on the lives of citizens and communities, we require evaluations that resist information loss and produce richness.



crstie pub3

Twelve thousand hours: Education and Poverty in Aotearoa New Zealand

Editors: Vicki Carpenter and Sue Osborne

Young New Zealanders usually attend school from ages 5 to 16, their formal education encompassing at least 12,000 hours. Not all reach their academic potential in that time. There is now substantial evidence linking poverty with poor educational outcomes and lifelong disadvantage. The book includes critical insights on issues such as low-decile schools and critical pedagogies, Maori and Pasifika students and the politics of their schooling, the role of the state in providing food in schools, the impacts of neoliberal policies on schooling and curriculum, participatory democracy and social justice, and positive initiatives in low-socioeconomic status communities and schools.

crstie pub4

Emerging Critical Scholarship in Education: Navigating the Doctoral Journey

Editors:  Jean Rath and Carol Mutch

The doctoral journey is fraught with stops and starts, crossroads and blind alleys, surprises and epiphanies. All successful doctoral students navigate a pathway through these events to reach their final destination. Navigating the Doctoral Journey explores examples of these routes in ways that both honour individual stories and highlight the broader issues of uniting emergent research practices with doctoral candidates’ individual reflexive projects. The book provides a range of possible answers to the questions of how candidates experience doctoral studies, what is “critical” about each contributor’s research, and how this affects what each person does as he or she researches.

crstie pub5

The Politics of Pleasure in Sexuality Education

Editors: Louisa Allen, Mary Lou Rasmussen and Kathleen Quinlivan

Pleasure and desire have been important components of the vision for sexuality education for over 20 years. This book argues that there has been a lack of scrutiny over the political motivations that underpin research supportive of pleasure and desire within comprehensive sexuality education. In this volume, key researchers in the field consider how discourses related to pleasure and desire have been taken up internationally. They argue that sexuality education is clearly shaped by specific cultural and political contexts, and examine how these contexts have shaped the development of pleasure’s inclusion in such programs. Via such discussions, this volume incites a re-configuration of thought regarding sexuality education’s approach to pleasure and desire.


crstie pub6

Pushing Boundaries in Postgraduate Supervision

Editors:  Eli Bitzer, Ruth Albertyn, Liezel Frick, Barbara Grant and Frances Kelly

This book is a very important contribution to the growing body of work on postgraduate, and specifically doctoral, education ... I find the metaphor of pushing boundaries to be very appropriate, as it suggests a field of study and a range of behaviours and institutional organisational approaches to postgraduate education that are dynamic and characterised by fluidity, creativity and challenge ... Readers will gain new theoretical perspectives, ideas for improved practice, and fresh perspectives on boundaries and pressing issues that deserve to be pushed and conceptualised in new ways. - Professor Ann Austin (Higher, Adult and Lifelong Education Michigan State University).

crstie pub7

Knowledge and the Future of the Curriculum: International Studies in Social Realism

Editors: Elizabeth Rata and Brian Barrett

Knowledge and the Future of the Curriculum: International Studies in Social Realism is about the central purpose of schooling - to provide students with equitable access to powerful curriculum knowledge that is ultimately capable of taking them beyond their experiences. This collection presents a social realist understanding of the role of knowledge as a progressive option in support of social and educational justice. It moves beyond mere critique by offering a rationale for determining what should be taught and how it should be taught. It is an account justified by a theory of knowledge that acknowledges both its social location and its emergent and objective properties. Each chapter argues in creative and innovative ways for a curriculum and pedagogy that will enable all students to access powerful knowledge.


crstie pub8

Tales from School: Learning Disability and State Education after Administrative Reform

Editors: Rod Wills, Missy Morton, Margaret McLean, Maxine Stephenson and Roger Slee

This is a book about the struggle of many New Zealand families to have their children with learning disabilities included in local community schools. It reviews the influences in the post war period that shaped the state response to the right of all children to attend school. Reflections from both education policy makers and parents of that time are included. The book also examines the more recent impact of neoliberal politics on education policy and the consequences experienced by families with school-aged children with disabilities who may well become ‘collateral damage in the enterprise of improving schools.’ 

After examining the families’ experience the book asks how inclusion can be fostered in schools and classrooms? Practitioners and academics present research findings that indicate alternative ways of thinking and acting that attest to more ethical and humane responses to human difference. Citizens, school personnel, politicians and policy makers should be challenged by the tales from school arising from attempts to achieve a ‘world class, inclusive education system.



crstie pub9

Doing Educational Research: A Practioner’s Guide to Getting Started (2nd edition)

Author: Carol Mutch

The second edition of Doing Educational Research keeps the many features that made it such a successful book when it was first released in 2005. The research process is broken down into manageable steps with easy-to-understand explanations and concrete examples. It is designed to support educators at all levels to feel confident that they can undertake sound and ethical research. It is a popular text in research methods courses in New Zealand and widely used internationally.


crstie pub10

A Developmental and Negotiated Approach to School Self-Evaluation

Editors:  Mei Lai and Saville Kushner

School review and evaluation is a contested policy field. The Education Review Office in New Zealand takes a collaborative process based on school self-evaluations. A contrast is with England where OfSTED uses a low-trust and punitive approach to school inspection. This volume looks in some detail at the New Zealand case in a range of articles from leading New Zealand researchers. This case is positioned globally by three international commentators and contributors from single countries.


crstie pub11

The Politics of Knowledge in Education

Author: Elizabeth Rata

This book explores the decline of the teaching of epistemic, conceptual knowledge in schools, its replacement with everyday social knowledge, and its relation to changes in the division of labor within the global economy. It argues that the emphasis on social knowledge in postmodern and social constructionist pedagogy compounds the problem, and examines the consequences of these changes for educational opportunity and democracy itself.