|
2024 Book Chapter The Socio-Politics of Teachers' LearningHardy, Ian (2024). The Socio-Politics of Teachers' Learning. World Yearbook of Education 2025. (pp. 229-244) London, United Kingdom: Routledge. doi: 10.4324/9781003441731-16 |
|
2024 Book Chapter Researching global policy trends through English-Language Education in a Global South context using Bourdieu's 'thinking tools'Ali, Md Maksud, Hardy, Ian, Hamid, M. Obaidul and Lingard, Bob (2024). Researching global policy trends through English-Language Education in a Global South context using Bourdieu's 'thinking tools'. The Bloomsbury handbook of Bourdieu and educational research. (pp. 305-317) edited by Garth Stahl, Guanglun Michael Mu, Pere Ayling and Elliot B. Weininger. London, United Kingdom: Bloomsbury Academic. |
|
2023 Book Chapter Regulating and reifying teacher professional development: teachers’ learning under global policy conditionsHardy, Ian (2023). Regulating and reifying teacher professional development: teachers’ learning under global policy conditions. The Palgrave handbook of teacher education research. (pp. 529-549) edited by Ian Menter. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-031-16193-3_21 |
|
2023 Book Chapter Mobile international students in ChinaDai, Kun, Hardy, Ian, Musofer, Reshma Parveen and Lingard, Bob (2023). Mobile international students in China. Bourdieu and Sino–Foreign Higher Education. (pp. 140-158) London, United Kingdom: Routledge. doi: 10.4324/9781003326694-11 |
|
2023 Book Chapter Standardized learning: the “problem” of teachers' work and learning under performative policy conditionsHardy, Ian (2023). Standardized learning: the “problem” of teachers' work and learning under performative policy conditions. International encyclopedia of education. (pp. 20-28) edited by Robert J. Tierney, Fazal Rizvi and Kadriye Ercikan. New York, NY United States: Elsevier. doi: 10.1016/b978-0-12-818630-5.04012-4 |
|
2022 Book Chapter Regulating and reifying teacher professional development: teachers’ learning under global policy conditionsHardy, Ian (2022). Regulating and reifying teacher professional development: teachers’ learning under global policy conditions. The Palgrave handbook of teacher education research. (pp. 1-21) edited by Ian Menter. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-59533-3_21-1 |
|
2021 Book Chapter School policy development and creationAllen, Kelly-Ann, Reupert, Andrea, Reid, Alan, Hardy, Ian and Oades, Lindsay (2021). School policy development and creation. Building better schools with evidence-based policy: adaptable policy for teachers and school leaders. (pp. 307-310) edited by Kelly-Ann Allen, Andrea Reupert and Lindsay Oades. New York, NY, United States of America: Routledge. doi: 10.4324/9781003025955-40 |
|
2020 Book Chapter Critiquing and cultivating the conditions for educational praxis and praxis developmentHardy, Ian, Petrie, Kirsten, Norlund, Anita, Henning Loeb, Ingrid and Langat, Kiprono (2020). Critiquing and cultivating the conditions for educational praxis and praxis development. Pedagogy, education and praxis in critical times. (pp. 65-84) edited by Kathleen Mahon, Christine Edwards-Groves, Susanne Francisco, Mervi Kaukko, Stephen Kemmis and Kirsten Petrie. Singapore, Singapore: Springer. doi: 10.1007/978-981-15-6926-5_4 |
|
2018 Book Chapter The 'problem' of 'quality' schooling, national testing, and inclusion: Australian insights into policy and practiceHardy, Ian and Woodcock, Stuart (2018). The 'problem' of 'quality' schooling, national testing, and inclusion: Australian insights into policy and practice. Testing and inclusive schooling: international challenges and opportunities. (pp. 47-63) edited by Bjørn Hamre, Anne Morin and Christian Ydesen. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315204048-4 |
|
2018 Book Chapter Practice theory and policy: Redesigning 'Quality' teacher education in AustraliaHardy, Ian (2018). Practice theory and policy: Redesigning 'Quality' teacher education in Australia. Education in an era of schooling: Critical perspectives of educational practice and action research. (pp. 197-212) edited by Christine Edwards-Groves. Singapore: Springer. doi: 10.1007/978-981-13-2053-8_14 |
|
2017 Book Chapter Learning as being ‘stirred in’ to practicesKemmis, Stephen, Edwards-Groves, Christine, Lloyd, Annemaree, Grootenboer, Peter, Hardy, Ian and Wilkinson, Jane (2017). Learning as being ‘stirred in’ to practices. Practice theory perspectives on pedagogy and education: praxis, diversity and contestation. (pp. 45-65) edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy. Singapore, Singapore: Springer. doi: 10.1007/978-981-10-3130-4_3 |
|
2017 Book Chapter Educational practice as praxis: understanding and challenging neoliberal conditions in university settingsHardy, Ian and Garrick, Barbara (2017). Educational practice as praxis: understanding and challenging neoliberal conditions in university settings. Practice theory perspectives on pedagogy and education: praxis, diversity and contestation. (pp. 143-156) edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy. Singapore: Springer. doi: 10.1007/978-981-10-3130-4_7 |
|
2016 Book Chapter Contesting and capitalising on NAPLANHardy, Ian (2016). Contesting and capitalising on NAPLAN. National testing in schools: an Australia assessment. (pp. 98-109) edited by Bob Lingard, Greg Thompson and Sam Sellar. Oxon, United Kingdom: Routledge. doi: 10.4324/9781315659312-8 |
|
2012 Book Chapter Deparochializing educational research: three critical, illustrative narrativesLingard, Bob, Hardy, Ian and Heimans, Stephen (2012). Deparochializing educational research: three critical, illustrative narratives. Knowledge mobilization and educational research: politics, languages and responsibilities. (pp. 211-236) edited by Tara Fenwick and Lesley Farrell. New York, United States: Routledge. |
|
2012 Book Chapter Ecologies of practicesKemmis, Stephen, Edwards-Groves, Christine, Wilkinson, Jane and Hardy, Ian (2012). Ecologies of practices. Professional and practice-based learning: practice-theory perspectives on professional learning. (pp. 33-49) edited by Paul Hager, Alison Lee and Ann Reich. Heidelberg, Netherlands: Springer. doi: 10.1007/978-94-007-4774-6_3 |
|
2008 Book Chapter Reflections on 'Nurturing Praxis'Hardy, Ian and Kemmis, Stephen (2008). Reflections on 'Nurturing Praxis'. Nurturing Praxis: Action Research in Partnerships Between School and University in a Nordic Light. (pp. 245-251) edited by Karin Ronnerman, Eli Moksnes-Furu and Petri Salo. Amsterdam: Sense Publishers. |
|
2008 Book Chapter A case study of teacher learning: Professional development policy, practice and praxisHardy, Ian (2008). A case study of teacher learning: Professional development policy, practice and praxis. Enabling Praxis: Challenges for Education. (pp. 149-170) edited by Stephen Kemmis and Tracey J. Smith. Amsterdam: Sense Publishers. |
|
2003 Book Chapter Contextualising teacher in-service in complex timesHardy, Ian (2003). Contextualising teacher in-service in complex times. Educational Imaginings: On the Play of Texts and Contexts. (pp. 182-208) edited by Shaun Rawolle and Jennifer Vadeboncoeur. Brisbane: Australian Academic Press.. |
|
2003 Book Chapter Contextualising teacher professional development in complex timesHardy, I. J. (2003). Contextualising teacher professional development in complex times. Educational Imaginings: On the Play of Texts and Contexts. (pp. 182-208) edited by Jennifer A. Vadeboncoeur and Shaun Rawolle. Brisbane Australia: Australian Academic Press. |
|
2001 Book Chapter Hazard management: The impact of fluvial systems upon a selected environment.Hardy, Ian (2001). Hazard management: The impact of fluvial systems upon a selected environment.. Hazards Happen: Elements of Australian Natural Hazards. (pp. 66-83) edited by M. Duncan and J. Lidstone. Canberra: Emergency Management Australia & Royal Geographical Society of Queensland.. |
