![Associate Professor Ian Hardy](/sites/default/files/profiles/990.png)
Overview
Background
Dr Hardy researches and teaches in the areas of educational policy and politics, particularly in relation to institutionalized educational settings (schools; universities), at the School of Education, University of Queensland. He is also increasingly involved in policy studies relating to international and comparative education in schooling, higher education and vocational education. Dr Hardy's teaching at Undergraduate, Masters and PhD levels, and his service to the research, professional and wider community is informed by research into the relationship between education and society, particularly broader policy and political discourses, and educators' responses to the socio-political contexts in which their work is undertaken. Dr Hardy is currently undertaking national (Queensland) and international (England, Singapore, Bangladesh) work into the nature of teacher and other educator and policy officer's engagement with data in schools and schooling systems and settings. Dr Hardy is continuing to work on research undertaken during his recent Future Fellowship (2014-2018); this includes in relation to how policy support for the Australian Curriculum influenced teacher learning in diverse schooling settings in Queensland, within a broader global policy context. This work has also involved exploring how concurrent policy reform in Scandinavian (Finland and Sweden) and North American (Ontario and Connecticut) contexts has constituted and influenced practice in these settings. This research builds upon earlier work (2012-2014; ARC-DECRA) which focused upon teacher learning practices in Queensland under globalised policy conditions. Dr Hardy also researches the nature of academic work under current conditions in Australian and international university settings.
Current and future research focuses upon continued work on the nature and effects of data as currently constituted in educational (particularly schooling) settings in different national and international contexts (including in the Asia-Pacific, Europe and North America). Current and future research also includes work in relation to the nature and effects of Artificial Intelligence in educational settings, including how this influences educators' work and learning in schooling and other (formal and informal) educational settings. Current and future work also includes research into enhancing East-West relations, particularly as this pertains to international students studying in higher education settings in Australia and east-Asia.
Since 2004, Dr Hardy has also been a member of the Pedagogy, Education and Praxis international research consortium, involving researchers from Australia (University of Queensland, Griffith University, Charles Sturt University, Monash), UK (University of Sheffield), Sweden (University of Gothenburg), Norway (University of Tromso), and Finland (Abo Akademi). This group is primarily engaged in researching and theorising professional practice, including the politics of teachers' learning, throughout the teaching career in primary, secondary, tertiary and other adult education settings.
Dr Hardy worked previously at Charles Sturt University (Wagga Wagga, Australia; 2004-2010), commenced at The University of Queensland in 2010, and has occupied his current continuing substantive position as Associate Professor at the School of Education since 2019.
Availability
- Associate Professor Ian Hardy is:
- Available for supervision
- Media expert
Fields of research
Qualifications
- Bachelor of Arts, The University of Queensland
- Postgraduate Diploma, The University of Queensland
- Masters (Coursework), The University of Queensland
- Doctor of Philosophy, The University of Queensland
Research interests
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Politics of education
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Policy studies
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International and comparative education
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Social theory
Research impacts
Dr Hardy's research is of direct interest to schooling and higher education systems. He engages with school and system personnel in Australia, Sweden, Finland, England, Canada, and the United States. Recent work also includes studies in Singapore, Bangladesh and China. His work assists educators and policy makers improve their practice, and how schooling and higher education systems more broadly can be reformed to enhance student learning outcomes.
Works
Search Professor Ian Hardy’s works on UQ eSpace
2018
Journal Article
A “Deleterious” Driver: The “First Teacher” Reform in Sweden
Hardy, Ian and Rönnerman, Karin (2018). A “Deleterious” Driver: The “First Teacher” Reform in Sweden. Scandinavian Journal of Educational Research, 63 (5), 1-14. doi: 10.1080/00313831.2018.1452289
2018
Journal Article
Visibility, invisibility, and visualisation: the danger of school performance data
Hardy, Ian and Lewis, Steven (2018). Visibility, invisibility, and visualisation: the danger of school performance data. Pedagogy, Culture and Society, 26 (2), 233-248. doi: 10.1080/14681366.2017.1380073
2018
Journal Article
The activation of epistemological resources in epistemic communities: district educators' professional learning as policy enactment
Hardy, Ian and Melville, Wayne (2018). The activation of epistemological resources in epistemic communities: district educators' professional learning as policy enactment. Teaching and Teacher Education, 71, 159-167. doi: 10.1016/j.tate.2017.12.019
2018
Journal Article
A critical examination of Teach for Bangladesh's Facebook page: 'Social-mediatisation' of global education reforms in the 'post-truth' era
Adhikary, Rino Wiseman, Lingard, Bob and Hardy, Ian (2018). A critical examination of Teach for Bangladesh's Facebook page: 'Social-mediatisation' of global education reforms in the 'post-truth' era. Journal of Education Policy, 33 (5), 1-30. doi: 10.1080/02680939.2018.1445294
2018
Journal Article
The complexity and contradictions of Finnish superintendents’ work
Hardy, Ian and Salo, Petri (2018). The complexity and contradictions of Finnish superintendents’ work. Journal of Educational Administration, 56 (3), 297-314. doi: 10.1108/JEA-06-2017-0066
2018
Book Chapter
Practice theory and policy: Redesigning 'Quality' teacher education in Australia
Hardy, 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
2018
Book Chapter
The 'problem' of 'quality' schooling, national testing, and inclusion: Australian insights into policy and practice
Hardy, 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
2017
Journal Article
Practising the public? Collaborative teacher inquiry in an era of standardization and accountability
Hardy, Ian (2017). Practising the public? Collaborative teacher inquiry in an era of standardization and accountability. Journal of Curriculum Studies, 50 (2), 1-21. doi: 10.1080/00220272.2017.1402958
2017
Journal Article
Governing teacher learning: understanding teachers’ compliance with and critique of standardization
Hardy, Ian (2017). Governing teacher learning: understanding teachers’ compliance with and critique of standardization. Journal of Education Policy, 33 (1), 1-22. doi: 10.1080/02680939.2017.1325517
2017
Journal Article
Probing and problematizing teacher professional development for inclusion
Woodcock, Stuart and Hardy, Ian (2017). Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research, 83, 43-54. doi: 10.1016/j.ijer.2017.02.008
2017
Journal Article
Transforming professional learning: educational action research in practice
Hardy, Ian, Ronnerman, Karin and Edwards-Groves, Christine (2017). Transforming professional learning: educational action research in practice. European Educational Research Journal, 17 (3), 1-21. doi: 10.1177/1474904117690409
2017
Book Chapter
Educational practice as praxis: understanding and challenging neoliberal conditions in university settings
Hardy, 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
2017
Book Chapter
Learning as being ‘stirred in’ to practices
Kemmis, 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
Journal Article
Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education
Hardy, Ian (2017). Measuring, monitoring, and managing for productive learning? Australian insights into the enumeration of education. Revista de la Asociación de Sociología de la Educación (RASE), 10 (2), 192-208. doi: 10.7203/RASE.10.2.10050
2016
Journal Article
Tracking the topological: the effects of standardised data upon teachers’ practice
Lewis, Steven and Hardy, Ian (2016). Tracking the topological: the effects of standardised data upon teachers’ practice. British Journal of Educational Studies, 65 (2), 1-20. doi: 10.1080/00071005.2016.1254157
2016
Journal Article
Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion
Woodcock, Stuart and Hardy, Ian (2016). Beyond the binary: rethinking teachers’ understandings of and engagement with inclusion. International Journal of Inclusive Education, 21 (6), 1-20. doi: 10.1080/13603116.2016.1251501
2016
Journal Article
"Capitalising' on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling
Hardy, Ian (2016). "Capitalising' on community? Understanding and critiquing instrumentalist approaches to Indigenous schooling. Oxford Review of Education, 42 (6), 661-676. doi: 10.1080/03054985.2016.1203302
2016
Journal Article
Historicising teachers’ learning: a case study of productive professional practice
Hardy, Ian and Edwards-Groves, Christine (2016). Historicising teachers’ learning: a case study of productive professional practice. Teachers and Teaching: Theory and Practice, 22 (5), 538-552. doi: 10.1080/13540602.2016.1158463
2016
Journal Article
The ‘doublethink’ of data: educational performativity and the field of schooling practices
Hardy, Ian and Lewis, Steven (2016). The ‘doublethink’ of data: educational performativity and the field of schooling practices. British Journal of Sociology of Education, 38 (5), 671-685. doi: 10.1080/01425692.2016.1150155
2016
Journal Article
Legitimating and contesting the commodification of schooling: the case of teachers’ learning in Queensland
Hardy, Ian Joseph (2016). Legitimating and contesting the commodification of schooling: the case of teachers’ learning in Queensland. British Educational Research Journal, 42 (3), 524-542. doi: 10.1002/berj.3208
Funding
Current funding
Past funding
Supervision
Availability
- Associate Professor Ian Hardy is:
- Available for supervision
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Supervision history
Current supervision
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Doctor Philosophy
Science Education: research, policy and politics
Principal Advisor
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Doctor Philosophy
Reforming Initial Teacher Education in Ghana: A Multi-level Analysis of Policy in Practice
Principal Advisor
Other advisors: Associate Professor Obaid Hamid
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Doctor Philosophy
Truth to tell: Teachers' conceptions of NAPLAN in a `post-truth' age
Principal Advisor
Other advisors: Associate Professor Obaid Hamid, Dr Vicente Reyes
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Doctor Philosophy
Depressing pyrite in copper flotation in the presence of a high concentration of pyrite
Principal Advisor
Other advisors: Dr Stephen Heimans
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Doctor Philosophy
A study of the impact of the marketisation of the VET sector in Australia on education policy.
Principal Advisor
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Doctor Philosophy
Understanding local-national-global imbrications in education policy: The case of Guangdong academic credit bank as a data infrastructure in Vocational Education in China
Principal Advisor
Other advisors: Dr Suraiya Abdul Hameed
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Doctor Philosophy
THE PROFESSIONAL DEVELOPMENT OF INDONESIAN SCIENCE TEACHER EDUCATORS
Associate Advisor
Other advisors: Emeritus Professor Tisha Morrell
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Doctor Philosophy
Built In or Bolt On? A Policy Analysis of Non-Government Programs in Indigenous Education
Associate Advisor
Other advisors: Professor Robyn Gillies
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Doctor Philosophy
Teachers Performance Evaluation in South America: A comparative study in Colombia Chile and Argentina.
Associate Advisor
Other advisors: Dr Suraiya Abdul Hameed
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Doctor Philosophy
Behind our backs, yet through our heads: Capitalism and the transfer of nurse education in Queensland (1967 - 1987)
Associate Advisor
Other advisors: Emeritus Professor Bob Lingard
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Doctor Philosophy
Leading policy enactment for Aboriginal parent engagement in schools: Stories from Bundjalung Country
Associate Advisor
Other advisors: Professor Tracey Bunda
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Doctor Philosophy
Social Perceptions towards Technical and Vocational Education and Training: A Case Study from Bangladesh
Associate Advisor
Other advisors: Associate Professor Asaduzzaman Khan, Associate Professor Obaid Hamid
Completed supervision
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2023
Doctor Philosophy
Governing through Customisation: A Comparative Case Study of the PIAAC's intervention in education policy governance in Australia, Chile, and Singapore
Principal Advisor
Other advisors: Dr Suraiya Abdul Hameed
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2022
Doctor Philosophy
The datafication of assessment and learning: An ethno-case study of student, teacher and school practices in Queensland, Australia
Principal Advisor
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2021
Doctor Philosophy
'Re-imagining' international education development? Enacting inclusive and equitable quality education policy for ethnic minorities in Laos
Principal Advisor
Other advisors: Dr Kayoko Hashimoto, Dr Vicente Reyes
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2020
Doctor Philosophy
Understanding digital educational governance: The case of OneSchool in Queensland, Australia
Principal Advisor
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2019
Doctor Philosophy
Globalization, governance and 'Teach for Bangladesh': Understanding Social Enterprises in education policy
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
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2017
Doctor Philosophy
Alternative schooling practices in rural areas: Effects on student learning, community engagement and equity
Principal Advisor
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2016
Doctor Philosophy
Leading-for-teacher-learning in Vietnam: A sociological analysis
Principal Advisor
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2016
Doctor Philosophy
Understanding new spaces and relations of global governance in education: The OECD's PISA for Schools
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
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2015
Doctor Philosophy
Aspirational Ambivalence and the Imagined Futures of Middle-Class Secondary Students in Hong Kong
Principal Advisor
Other advisors: Emeritus Professor Bob Lingard
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2022
Doctor Philosophy
Supranational Language Policy and Planning: A Case Study of the Association of Southeast Asian Nations (ASEAN)
Associate Advisor
Other advisors: Associate Professor Obaid Hamid
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2022
Doctor Philosophy
English for Human Capital Development in a Globalising World: Policy, Perceptions and Practices
Associate Advisor
Other advisors: Adjunct Professor Adil Khan, Associate Professor Obaid Hamid
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2020
Doctor Philosophy
Storying female academics' career development in Indonesian Islamic higher education: A postcolonial feminist analysis
Associate Advisor
Other advisors: Dr Liz Mackinlay
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2020
Doctor Philosophy
Teacher learning about dialogical pedagogy: A multiple case study of Vietnamese educators from a Bakhtinian perspective
Associate Advisor
Other advisors: Professor Robyn Gillies
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2018
Doctor Philosophy
A Comparative Study of the Internationalization of Higher Education Policy in Australia and China (2008-2015)
Associate Advisor
Other advisors: Emeritus Professor Bob Lingard
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2017
Doctor Philosophy
The evolving principalship: studying the impact of school improvement policies and discourses on Queensland principals.
Associate Advisor
Other advisors: Honorary Professor Martin Mills
Media
Enquiries
Contact Associate Professor Ian Hardy directly for media enquiries about:
- national testing
- teacher learning
- teachers' use of data
- teachers' use of test data
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