![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
2016
Journal Article
Praxis, educational development and the university sector in Australia
Hardy, Ian, Grootenboer, Peter and Bristol, Laurette (2016). Praxis, educational development and the university sector in Australia. International Journal of Qualitative Studies in Education, 29 (7), 925-945. doi: 10.1080/09518398.2016.1174895
2016
Book Chapter
Contesting and capitalising on NAPLAN
Hardy, 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
2015
Journal Article
Contextualizing, orchestrating and learning for leading: The praxis and particularity of educational leadership practices
Grootenboer, Peter and Hardy, Ian (2015). Contextualizing, orchestrating and learning for leading: The praxis and particularity of educational leadership practices. Educational Management Administration & Leadership, 45 (3), 402-418. doi: 10.1177/1741143215595418
2015
Journal Article
Data, numbers and accountability: The complexity, nature and effects of data use in schools
Hardy, Ian (2015). Data, numbers and accountability: The complexity, nature and effects of data use in schools. British Journal of Educational Studies, 63 (4), 467-486. doi: 10.1080/00071005.2015.1066489
2015
Journal Article
Cultivating community: detailing school and community engagement under complex conditions
Hardy, Ian and Grootenboer, Peter (2015). Cultivating community: detailing school and community engagement under complex conditions. Teaching Education, 27 (1), 21-38. doi: 10.1080/10476210.2015.1034683
2015
Journal Article
Bildung and educational action research: resources for hope in neoliberal times
Hardy, Ian, Salo, Petri and Rönnerman, Karin (2015). Bildung and educational action research: resources for hope in neoliberal times. Educational Action Research, 23 (3), 383-398. doi: 10.1080/09650792.2015.1012175
2015
Journal Article
'Raising Reading' in the community: A case study of praxis in practice
Grootenboer, Peter and Hardy, Ian (2015). 'Raising Reading' in the community: A case study of praxis in practice. Educational Practice and Theory, 37 (1), 45-62. doi: 10.7459/ept/37.1.04
2015
Journal Article
Curriculum reform as contested: An analysis of curriculum policy enactment in Queensland, Australia
Hardy, Ian (2015). Curriculum reform as contested: An analysis of curriculum policy enactment in Queensland, Australia. International Journal of Educational Research, 74, 70-81. doi: 10.1016/j.ijer.2015.09.010
2014
Journal Article
In support of teachers’ learning: specifying and contextualising teacher inquiry as professional practice
Hardy, Ian (2014). In support of teachers’ learning: specifying and contextualising teacher inquiry as professional practice. Asia-Pacific Journal of Teacher Education, 44 (1), 4-19. doi: 10.1080/1359866X.2014.987107
2014
Journal Article
‘I’m just a numbers person’: the complexity, nature and effects of the quantification of education
Hardy, Ian (2014). ‘I’m just a numbers person’: the complexity, nature and effects of the quantification of education. International Studies in Sociology of Education, 25 (1), 20-37. doi: 10.1080/09620214.2014.972971
2014
Journal Article
Funding, reputation and targets: the discursive logics of high-stakes testing
Lewis, Steven and Hardy, Ian (2014). Funding, reputation and targets: the discursive logics of high-stakes testing. Cambridge Journal of Education, 45 (2), 245-264. doi: 10.1080/0305764X.2014.936826
2014
Journal Article
The power of one? Conditions which challenge managerial professional development practices
Hardy, Ian (2014). The power of one? Conditions which challenge managerial professional development practices. Discourse (Abingdon): Studies in the cultural politics of education, 35 (4), 499-512. doi: 10.1080/01596306.2013.871229
2014
Journal Article
Inclusive education policies: discourses of difference, diversity and deficit
Hardy, Ian and Woodcock, Stuart (2014). Inclusive education policies: discourses of difference, diversity and deficit. International Journal of Inclusive Education, 19 (2), 141-164. doi: 10.1080/13603116.2014.908965
2014
Book
Changing practices, changing education
Kemmis, Stephen, Wilkinson, Jane, Edwards-Groves, Christine, Hardy, Ian, Grootenboer, Peter and Bristol, Laurette (2014). Changing practices, changing education. Singapore: Springer. doi: 10.1007/978-981-4560-47-4
2014
Journal Article
A logic of 'linking learning': leadership practices across schools, subject departments and classrooms
Melville, Wayne, Hardy, Ian, Weinburgh, Molly and Bartley, Anthony (2014). A logic of 'linking learning': leadership practices across schools, subject departments and classrooms. Cogent Education, 1 (1) 983587, 983587. doi: 10.1080/2331186X.2014.983587
2014
Journal Article
Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights
Hardy, Ian and Woodcock, Stuart (2014). Contesting the recognition of specific learning disabilities in educational policy: intra- and inter-national insights. International Journal of Educational Research, 66, 113-124. doi: 10.1016/j.ijer.2014.03.003
2013
Journal Article
Competing pressures in practice: teachers' pedagogies and work under complex policy conditions
Hardy, Ian (2013). Competing pressures in practice: teachers' pedagogies and work under complex policy conditions. International Journal of Pedagogies and Learning, 8 (3), 206-218. doi: 10.5172/ijpl.2013.8.3.206
2013
Journal Article
"Well, that was an intellectual dialogue!": how a whole-school focus on improvement shifts the substantive nature of classroom talk
Edwards-Groves, Christine and Hardy, Ian (2013). "Well, that was an intellectual dialogue!": how a whole-school focus on improvement shifts the substantive nature of classroom talk. English Teaching: Practice and Critique, 12 (3), 116-136.
2013
Journal Article
Education as a 'risky business': theorising student and teacher learning in complex times
Hardy, Ian (2013). Education as a 'risky business': theorising student and teacher learning in complex times. British Journal of Sociology of Education, 36 (3), 375-394. doi: 10.1080/01425692.2013.829746
2013
Journal Article
Foucault and educational leadership: disciplining the principal, by Richard Niesche
Hardy, Ian (2013). Foucault and educational leadership: disciplining the principal, by Richard Niesche. Discourse: Studies in the Cultural Politics of Education, 34 (5), 808-810. doi: 10.1080/01596306.2013.841340
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
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
Science Education: research, policy and politics
Principal Advisor
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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
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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
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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