Once a Tasmanian school principal, Grant has worked in Australian universities in various administrative and academic capacities since the 1980s. He has published over fifty articles in international peer-reviewed journals, and has authored or co-authored eight peer-reviewed books, his most recent being a book on the pedagogical role of historical novels in developing higher-order historical thinking, and another on moral panics and school educational policies. He holds four PhDs from Australian universities, and also is an internationally published novelist.
Grant teaches in History/Learning and Society/SOSE Curriculum and Pedagogy. He was also the Coordinator of the Graduate Certificate (History Curriculum), along with being Associate Head, Professional Experiences Program in the School of Education, University of Adelaide. In the latter role at the School of Education in 2012 he pioneered the use of e-portfolios linked to AITSL Professional Standards. He also has assisted in the School of Education at the University of Adelaide maintaining strong relationships with schools and colleges throughout the state.
Grant Rodwell was a school principal in Tasmania (1980-87). From 1987 he has lectured, researched and held various administrative roles in Australian universities in Education and in Arts and Social Sciences.
More recently as an Academic Adjunct, he has worked as the University of Tasmania, School of Education representative on the AITSL National Data Strategy Scoping Project (2016).
- 2019 PhD (Tas.) Commonwealth engagement in Australian school education: a history (1901-2015), School of Education.
- 2013 PhD (A’laide)Historical novels and related genres in the History Curriculum, School of Education.
- 2009 PhD (Tas.)'Death by a Thousands Cuts': a history of the Tasmanian Essential Learnings Program (2000-2006), Faculty of Education.
- 1998 PhD (N'castle) The influence of eugenics on Australian state schooling, 1900-1960 (History Dept.).
- 1987 PhD (Tas.) The influence of progressivism on Tasmanian state school education 1900-20 (History Dept.)
- 1982 BA (Hons) (Tas) The New Education in Tasmania: 1904-20: A study of W.L. Neale's career as Director of Education (History Dept.)
- 1979 MEd (Tas.) The applicability to the Tasmanian education system of Malcolm Skilbeck's typology of school-based curriculum development (Faculty of Education - Curriculum Theory).
- 1973 BA (Tas.) (University of Tasmania, History/Philosophy major).
- 1971 Tasmanian Teacher's Certificate
- 1966-68 Launceston Teachers' College (Primary Certificate)
- School Principal (Tasmania) (1975-1986)
- Head of School (Northern Territory University, now CDU) (1987-1991)
- Executive Assistant to the Dean of Arts & Social Sciences (University of Newcastle) (1997-2001)
- Associate Head, School of Education, University of Adelaide (2010-2015)
History Curriculum, Educational Policy Studies
Grant's research interests are in the general areas of History/SOSE Curriculum and Pedagogy. He also has published widely in curriculum and policy analysis, and welcomes associate researchers in these areas.
Creativity, Culture and Society; Knowledge and Decisions
- Risk society theory and school educational policy
- Moral panic theory and school educational policy
- The history of the Commonwealth in school education
- Historical fiction as a pedagogical device in the History Curriculum
Fields of Research
- Curriculum and pedagogy (390199)
- Curriculum and pedagogy theory and development (390102)
- Comparative and cross-cultural education (390401)
- Teacher education and professional development of educators (390307)
- Educational administration, management and leadership (390403)
- Secondary education (390306)
- Gender, sexuality and education (390406)
- Policies and development (160205)
- Teacher and instructor development (160303)
- Other education and training (169999)
- Management, resources and leadership (160204)
- Assessment, development and evaluation of curriculum (160301)
- Learner and learning (160199)
For many years, Grant was an international leading researcher and authority in the history of eugenics on state school education, however, with additional PhDs he moved his focus to Curriculum Studies, especially in respect to the pedagogy of the historical novel in the History Curriculum. Additionally, he has researched and published in Policy Studies, especially the influence of moral panic theory and risk society theory on school educational policy, and also in the area of federalism and school education. Recently, he also has co-authored a scholarly monograph on schooling and education in Lebanon (the refugee experience).
Journal Article(6 outputs)
|2017||Rodwell G, 'A national history curriculum, racism, a moral panic and risk society theory', Issues in Educational Research, 27, (2) pp. 365-380. ISSN 1837-6290 (2017) [Refereed Article]|
Citations: Web of Science - 2
|2017||Rodwell G, ''A bridge too far?' The politics of Tasmanian school retention rates', Issues in Educational Research, 27, (1) pp. 151-167. ISSN 1837-6290 (2017) [Refereed Article]|
|2016||Maadad N, Rodwell G, 'Whose history and who is denied? Politics and the history curriculum in Lebanon and Australia', International Education Journal, 15, (4) pp. 86-99. ISSN 2202-493X (2016) [Refereed Article]|
Citations: Web of Science - 1
|2016||Rodwell G, 'Safe Schools: Challenges to Moral Panic and Risk Society Theories: The Politics of National School Educational Policy', Discourse Journal of Educational Research, 3, (2) pp. 15-24. ISSN 2346-7045 (2016) [Contribution to Refereed Journal]|
|2016||Rodwell G, 'Ministerial councils and Australian school education: cooperative federalism and the progressive years (1919-39)', Education Research and Perspectives, 43 pp. 36-62. ISSN 0311-2543 (2016) [Refereed Article]|
|2016||Rodwell G, 'Re-examining the curriculum development centre: coordinative federalism and Kingdon's agenda-setting (1975-87)', Education Research and Perspectives, 43 pp. 1-35. ISSN 0311-2543 (2016) [Refereed Article]|
|2019||Rodwell GW, 'Risk Society and School Educational Policy', Routledge, Oxford, UK, pp. 226. ISBN 978-0-367-00044-8 (2019) [Authored Research Book]|
|2018||Rodwell GW, 'Moral panics and school educational policy', Routledge, United Kingdom, pp. 196. ISBN 978-1-138-07888-8 (2018) [Authored Research Book]|
|2017||Maadad N, Rodwell GW, 'Schooling and Education in Lebanon: Syrian and Syrian Palestinian Refugees Inside and Outside the Camps', Peter Lang AG, Switzerland, pp. 169. ISBN 978-3-0343-2381-9 (2017) [Authored Research Book]|
Chapter in Book(1 outputs)
|2019||Rodwell G, 'Using fiction to develop higher-order historical understanding', Historical Thinking for History Teachers; A new approach to engaging students and developing historical consciousness, Allen & Unwin Academic, T Allen, A Clark and R Parkes (ed), Crows Nest, Australia, pp. 194-207. ISBN 9781760295516 (2019) [Research Book Chapter]|
- Comparative Study of the Australian and Singapore History Curricula (External Associate: Uni. of Adelaide)
- Issues with the Australian History Curriculum (External Associate)
- An IB Comparative Study (External Associate: Uni. of Adelaide)
- Issues with the Policy of the Practicum in Australian Schools (External Associate: Uni. of Adelaide)
- Issues with time-slip video in the History Curriculum (Associate: UTAS)