Dr. Peter Brett is a Senior Lecturer in Humanities and Social Sciences education in the Faculty of Education based at the North-West Cradle Coast Campus. He is an experienced teacher educator with specific professional expertise in the areas of history education and civics and citizenship education and has a number of journal and book chapter publications in these areas. He was involved in a variety of ways in the launch of citizenship education in England from 2002-2008 and is a recent past President of the Social and Citizenship Education Association of Australia. He is a co-editor of Teaching Humanities and Social Sciences: Teaching and Learning across Australia [7th edn., Cengage, 2019].
Peter completed his PhD in History (early nineteenth century British popular politics) at the University of Durham in 1991 and worked as a History teacher in a 13-18 high school in Northumberland, England from 1989-1993. He worked as a Secondary teacher educator at the University of Cumbria from 1993 to 2008 before arriving at the University of Tasmania in November 2011. He was seconded as a continuing professional development consultant on citizenship education to the UK government's Department for Education and Skills (DfES) (2003-2005), he was a member of the Steering committee of the collaborative CitizED research project (2003-2006), and a chair of examiners for a GCSE Citizenship Studies program (2002-2010). He was the lead author on a Council of Europe project to exemplify competences for beginning teachers in relation to Education for Democratic Citizenship (2009).
He currently works mainly with primary teachers on Humanities and Social Sciences education within the B.Ed. programme, is supervising nine Ph.D students and has several recently completed successful candidates. Peter has served in several leadership roles within the School of Education. For example, B.Ed. Primary Course Co-ordinator (2013-15),Graduate Research Co-ordinator (2016-17) and Associate Head of Teaching and Learning (2018-2019). He is a trained Initial Teacher accreditor and has served on several Inter-State accreditation panels.
- PhD (1991) 'The liberal middle classes and politics in three provincial towns - Newcastle, Bristol and York c.1812-1841', University of Durham, United Kingdom
- PGCE (1986), University of Manchester, United Kingdom
- BA (Hons) (1985),Modern History (First Class), University of Durham, United Kingdom
Languages (other than English)
Peter was co-editor of the Social and Citizenship Education Association of Australia journal The Social Educator before assuming the President’s role in 2018/19. He has been a history education consultant with the Tasmanian National Trust as part of a National Teaching and Learning Project linked to National Trust properties (2014-16). He is a co-editor of Teaching Humanities and Social Sciences: Teaching and Learning across Australia [7th edn., Cengage, 2019], the best-selling HASS text in Australia for pre-service teachers.
In addition to his recent Faculty leadership roles, Peter has recent senior leadership experience in schools, having served as a Director of Learning (Communication, Culture, and Community) at an 11-18 Academy school in the north of England from 2008-2010. He was a staff representative on Academic Senate from 2014-16 and has advocated for the expansion of teaching and research undertaken at the regional north west campus as one of the co-ordinators of the Cradle Coast Campus Community of Practice.
History education; Civics and citizenship education; Teaching and learning about identities; Global education; Political literacy; Active citizenship and participation; Teaching controversial issues; Museum education
Peter currently enjoys teaching into First, Second, Third and Fourth Year B.Ed. Primary units. Peter has taught HASS teachers across the early years, primary, secondary, and 16-19 age phases. As an Associate Head of Learning and Teaching he was responsible for preparing three Education programs for accreditation by the Tasmanian Registration Board. The main unit for which he is responsible (EPR360) is very favourably evaluated by students.
ESH260 - Introduction to Humanities and Social Sciences Education
ESH360 - Humanities and Social Sciences Education (Advanced)
- University of York, External Examiner on M.A. in Global/Citizenship education, 2004 – 2007.
- Institute of Education, London. External Examiner, PGCE Citizenship 2005-2008.
NADLATE Conference (March 2019): Accreditation and Stage 2 data sources - Guidance and issues.
Centre for Tasmanian Historical Studies (November 2019). Lecture: History in schools: What is the historical consciousness that teachers are looking to evoke in their work with Tasmanian young people?
Peter seeks to make a difference to the quality of HASS teaching and learning in Tasmania and Australia through his research and writing. In civics and citizenship education, Peter is especially interested in the promotion of political literacy and community involvement. For example, in a recent paper he discussed opportunities for young people to ‘engage critically with contemporary and contested issues’ and be provided with opportunities ‘to practise active citizenship and advocate for change’ (Curriculum Studies in Health and Physical Education, 2021 – see below).
In history education Peter argues that 'History for young children should be a combination of visual extravaganza, soap opera, puzzle and detective story'. He has worked closely with Tasmanian local museums, seeing them as rich educational institutions which play an important role within the local community in helping to 'foster an emotional attachment to the past that can make learning enjoyable and memorable' (Australian Journal of Teacher Education, 2014 – see below). In collaboration with his international research students, Peter also seeks to advance the teaching of history and citizenship in developing countries – including Pakistan and Nepal.
Other research focuses more broadly on assessing the impact of initial teacher education on the practice of beginning teachers.
- History education
- Civics and citizenship education
- Teaching and learning about identity
- Active citizenship and participation
- Impact in initial teacher education
Peter was on the Steering Committee of CitizED - a major UK teacher education project on Citizenship Initial Teacher Education, sponsored by the Training and Development Agency from 2002-2008.
He was a liaison academic on a Faculty of Education/Tasmanian Department of Education Literacy/Numeracy project in 2013/14
Peter worked with a federally-funded National Trust Teaching and Learning Project (2013-2016) as the Tasmanian representative and project liaison individual working across four properties.
Peter has been a lead author on collaborative School of Education research projects linked to the ‘impact’ of teacher education programmes and pre-service teachers in schools.
Co-editor of a collaborative project on post-colonial history education (2017-2021) supporting a special issue of Historical Encounters journal, with papers from Nigeria, Botswana, Uganda. Lebanon, Cyprus, Canada and New Zealand.
From 2018-2022 his main ongoing project has been the co-editorship of the HASS pre-service teacher text Teaching Humanities and Social Sciences: Teaching and Learning across Australia [7th edn., Cengage, 2019; 8th edn. forthcoming 2022] (with Associate Professor Libby Tudball (Monash University) and Professor Rob Gilbert (University of Queensland).
Peter welcomes interest from potential higher degree research students who may want to undertake research in the area of HASS education.
Fields of Research
- Humanities and social sciences curriculum and pedagogy (excl. economics, business and management) (390107)
- Teacher education and professional development of educators (390307)
- English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) (390104)
- Higher education (390303)
- Curriculum and pedagogy theory and development (390102)
- Specialist studies in education (390499)
- Australian history (430302)
- Education assessment and evaluation (390402)
- Creative arts, media and communication curriculum and pedagogy (390101)
- Educational administration, management and leadership (390403)
- Curriculum and pedagogy (390199)
- Communication and media studies (470199)
- Secondary education (390306)
- Mathematics and numeracy curriculum and pedagogy (390109)
- Primary education (390304)
- Teaching and curriculum (160399)
- Pedagogy (160302)
- Teacher and instructor development (160303)
- Other education and training (169999)
- Assessment, development and evaluation of curriculum (160301)
- Teaching and instruction technologies (160304)
- Management, resources and leadership (160204)
- Learner and learning (160199)
- Schools and learning environments (160299)
- Policies and development (160205)
- The media (130204)
- Expanding knowledge in psychology (280121)
- Professional development and adult education (160104)
- Workforce transition and employment (160206)
Historically, Peter's single piece of work which has had the widest impact is: Brett, P. et al. (2009) How all teachers can support citizenship and human rights education: a framework for the development of competences, Council of Europe Publishing, Strasbourg (it was translated into ten different languages).
Journal publications in top quartile journals include:
Brett P. & Guyver R. (2021). Postcolonial history education: Issues, tensions and opportunities. Historical Encounters, 8, (2), 1-17.
Brett, P., Mainsbridge, C. & Cruickshank, V. (2021): Making the links between health and physical education, sport and civics and citizenship education in Australia, Curriculum Studies in Health and Physical Education, 12 (3), 1-15.
Brett P., Fitzallen N., Kilpatrick S., Morrison C., Reynolds B. et al. (2018). Learning the Words: Supervising teachers and the language of impact in an initial teacher education programme', Australian Journal of Teacher Education, 43, (8) Article 7.
Brett, P. (2014). 'The Sacred Spark of Wonder': Local Museums, Australian Curriculum History, and Pre-Service Primary Teacher Education: A Tasmanian Case Study. Australian Journal of Teacher Education, 39(6) 1-19.
Journal Article(29 outputs)
|2022||Brett DB, Parks M, 'Demonstrating 'impact': insights from the work of preservice teachers completing a graduate teacher performance assessment', Australian Journal of Teacher Education, 47, (1) pp. 49-65. ISSN 0313-5373 (2022) [Refereed Article]|
Co-authors: Parks M
|2022||Brett P, 'Twenty reasons why cross-curricular citizenship education might struggle to take flight in secondary schools: an autoethnographic review', Curriculum and Teaching, 37, (1) pp. 5-29. ISSN 0726-416X (2022) [Refereed Article]|
|2022||Brett P, Mainsbridge C, Cruickshank V, 'Making the links between health and physical education, sport and civics and citizenship education in Australia', Curriculum Studies in Health and Physical Education, 13, (1) pp. 83-97. ISSN 2574-2981 (2022) [Refereed Article]|
Citations: Scopus - 1Web of Science - 1
Co-authors: Mainsbridge C; Cruickshank V
|2021||Beasy K, Hunter MA, Hicks D, Pullen D, Brett P, et al., 'Walking the walk: democratizing change in teacher education', Journal of the Scholarship of Teaching and Learning, 21, (4) pp. 195-205. ISSN 1527-9316 (2021) [Refereed Article]|
Co-authors: Beasy K; Hunter MA; Hicks D; Pullen D; Thomas D; Reaburn R; Baker W; Fan F; Cruickshank V; Stephenson E; Hatisaru V
|2021||Brett P, Guyver R, 'Postcolonial history education: Issues, tensions and opportunities', Historical Encounters, 8, (2) pp. 1-17. ISSN 2203-7543 (2021) [Refereed Article]|
Citations: Web of Science - 1
|2021||Brett P, Heggart K, Fenton S, 'No Minister. Examining recent commentary on the draft Australian history and civics and citizenship curriculum', The Social Educator, 39, (3) pp. 3-16. ISSN 1328-3480 (2021) [Refereed Article]|
|2021||Kousar R, Brett P, 'Unity in diversity? The representation of ethnic diversity in Pakistani textbooks and through teacher and student perspectives', The International Journal of Learner Diversity and Identities, 19, (1) pp. 37-52. ISSN 2327-0128 (2021) [Refereed Article]|
Co-authors: Kousar R
|2021||Shah R, Brett P, 'Global citizenship education in Nepal', International Journal of Development Education and Global Learning, 13, (2) pp. 122-135. ISSN 1756-526X (2021) [Refereed Article]|
Co-authors: Shah R
|2021||Shah R, Brett P, 'Applying a 'Contexts of Influence' policy analysis model to education in Nepal', Waikato Journal of Education, 26, (2) pp. 105-119. ISSN 2382-0373 (2021) [Refereed Article]|
Co-authors: Shah R
|2020||Kertesz JL, Brett P, 'Defining and designing impact consciousness in teacher education', Teaching Education, 31, (4) pp. 363-380. ISSN 1470-1286 (2020) [Refereed Article]|
Citations: Scopus - 4Web of Science - 4
Co-authors: Kertesz JL
|2020||Kousar R, Brett P, 'Citizenship education and gender in Pakistan teachers' and students' perspectives', The Social Educator, 38, (2) pp. 27-40. ISSN 1328-3480 (2020) [Refereed Article]|
Co-authors: Kousar R
|2020||Shah R, Brett P, Thomas D, 'Visualizing civic values: representations of idealized citizenship behaviours in images found in Nepalese social studies textbooks', Citizenship Teaching & Learning, 15, (1) pp. 79-99. ISSN 1751-1917 (2020) [Refereed Article]|
Citations: Scopus - 1
Co-authors: Shah R; Thomas D
|2019||Gurung GB, Moltow D, Brett P, 'Exploring the influence of the curriculum on student learning in culturally and ethnically diverse classroom contexts: praxis, paradoxes and perspectives of stakeholders', Waikato Journal of Education, 25, (2) pp. 12-24. ISSN 2382-0373 (2019) [Refereed Article]|
Co-authors: Gurung GB; Moltow D
|2018||Brett P, 'Retrieving the civic dimension in history: Creating meaningful and memorable links between History and Civics and Citizenship in primary classrooms', The Social Educator, 36, (2) pp. 15-29. ISSN 1328-3480 (2018) [Refereed Article]|
|2018||Brett PD, Fitzallen N, Kilpatrick S, Morrison C, Reynolds B, et al., 'Learning the Words: supervising teachers and the language of impact in an initial teacher education programme', Australian Journal of Teacher Education, 43, (8) Article 7. ISSN 0313-5373 (2018) [Refereed Article]|
Citations: Scopus - 5Web of Science - 5
Co-authors: Fitzallen N; Kilpatrick S; Morrison C; Reynolds B; Kertesz J; Quentin-Baxter M; Mainsbridge C
|2017||Brett P, ' An engaging and different experience': blog posting in a humanities and social sciences teacher education unit', The Online Journal of Distance Education and e-Learning, 5, (2) pp. 1-13. ISSN 2147-6454 (2017) [Refereed Article]|
|2017||Corbett M, Brett P, Hawkins C-L, 'What we're about out here: the resilience and relevance of school farms in rural Tasmania', Journal of Research in Rural Education, 32, (4) pp. 1-12. ISSN 1551-0670 (2017) [Refereed Article]|
Co-authors: Corbett M; Hawkins C-L
|2017||Muhammad Y, Brett P, 'Some challenges in teaching citizenship in an Islamic context: Pakistan Studies teachers' perspectives and practices in relation to teaching about identity', Citizenship Teaching & Learning, 12, (3) pp. 279-298. ISSN 1751-1917 (2017) [Refereed Article]|
Citations: Scopus - 1
|2016||Brett P, ''Frost still clings to the shadows': Port Arthur, convict history, pedagogy, and place', International Journal of the Inclusive Museum, 9, (4) pp. 33-46. ISSN 1835-2014 (2016) [Refereed Article]|
Citations: Scopus - 1
|2016||Coleman B, Brett P, Beasy K, 'Geospatial technologies and twenty first century citizenship: opportunities and barriers in the humanities and social sciences classroom', The Social Educator, 34, (1) pp. 16-27. ISSN 1328-3480 (2016) [Refereed Article]|
Co-authors: Coleman B; Beasy K
|2015||Brett P, 'Interpreting Home Hill house museum and the legacy of Joseph and Enid Lyons: Challenges and educational opportunities', reCollections, 10, (2) pp. 1-22. ISSN 1833-4946 (2015) [Refereed Article]|
|2015||Muhammad Y, Brett P, 'Beyond binary discourses? Pakistan studies textbooks and representations of cultural, national, and global identity', IARTEM e-Journal, 7, (3) pp. 74-101. ISSN 1837-2104 (2015) [Refereed Article]|
|2014||Brett P, ''The sacred spark of wonder': local museums, Australian curriculum history, and pre-service primary teacher education: a Tasmanian case study', Australian Journal of Teacher Education, 39, (6) Article 2. ISSN 0313-5373 (2014) [Refereed Article]|
Citations: Scopus - 4
|2014||Brett P, Thomas D, 'Discovering argument: linking literacy, citizenship education, and persuasive advocacy', Journal of Social Science Education, 13, (4) pp. 61-72. ISSN 1618-5293 (2014) [Refereed Article]|
Citations: Scopus - 7
Co-authors: Thomas D
|2014||Tudball L, Brett P, 'What matters and what's next for civics and citizenship education in Australia?', The Social Educator, 32, (2) pp. 4-15. ISSN 1328-3480 (2014) [Refereed Article]|
|2013||Brett P, 'Citizenship education in England in the shadow of the Great War', Citizenship Teaching & Learning, 8, (1) pp. 55-74. ISSN 1751-1917 (2013) [Refereed Article]|
|2013||Brett P, 'Beyond "navel-gazing" and "mush": Learning about identity in Australian classrooms', Citizenship, Social and Economics Education, 12, (1) pp. 3-17. ISSN 2047-1734 (2013) [Refereed Article]|
Citations: Scopus - 5
|2013||Brett P, ''An event of no small importance': The inspection of Tasmanian schools in the 1920s and 1930s', Tasmanian Historical Research Association Papers and Proceedings, 60, (3) pp. 158-174. ISSN 0039-9809 (2013) [Non Refereed Article]|
|2013||Muhammad Y, Brett P, ''The misdeeds and follies of morally bankrupt elite'? Framing rioting and ethnic violence in Karachi - a case study', Global Media Journal: Pakistan Edition, 6, (2) pp. 1-17. ISSN 2070-2469 (2013) [Refereed Article]|
Chapter in Book(13 outputs)
|2021||Sharp J, Brett P, 'Ways into Drama: Preparing for Engagement', International Perspectives on Drama and Citizenship Education, Routledge, Nicholas McGuinn, Norio Ikeno, Ian Davies, Edda Sant (ed), United Kingdom, pp. 131-140. ISBN 978-0-367-52487-6 (2021) [Research Book Chapter]|
|2020||Muhammad Y, Brett P, 'Infusing cultural diversity into Pakistan Studies textbooks: An analysis of textbooks and teachers' perspectives', Radicalization in Pakistan: A Critical Perspective, Routledge, MS Pervez (ed), London, UK, pp. 61-76. ISBN 9780367618544 (2020) [Research Book Chapter]|
|2019||Brett P, 'Developing Language and Literacy', Teaching Humanities and Social Sciences, Cengage, R Gilbert, L Tubdall, P Brett (ed), Australia, pp. 189-215. ISBN 9780170424165 (2019) [Other Book Chapter]|
|2019||Brett P, 'Learning History', Teaching Humanities and Social Sciences, Cengage, R Gilbert, L Tubdall, P Brett (ed), Melbourne, Australia, pp. 242-268. ISBN 9780170424165 (2019) [Other Book Chapter]|
|2019||Brett P, 'Sustainability', Teaching Humanities and Social Sciences, Cengage, R Gilbert, L Tubdall, P Brett (ed), Melbourne, Australia, pp. 457-484. ISBN 9780170424165 (2019) [Other Book Chapter]|
|2019||Brett P, Duff MK, 'The past in the present: Bringing history and civics and citizenship education to life in early years settings', Making humanities and social sciences come alive: early years and primary education, Cambridge University Press, D Green and D Price (ed), United Kingdom, pp. 103-119. ISBN 9781108445436 (2019) [Research Book Chapter]|
Co-authors: Duff MK
|2019||Brett P, Muhammad Y, 'Addressing Social Justice and Cultural Identity in Pakistani Education : a Qualitative Content Analysis of Curriculum Policy', Education, Ethnicity and Equity in the Multilingual Asian Context, Springer Singapore, J Gube and F Gao (ed), Singapore, pp. 397-427. ISBN 978-981-13-3125-1 (2019) [Research Book Chapter]|
|2019||Brett P, Tudball L, 'The Humanities and Social Sciences in the Australian Curriculum', Teaching Humanities and Social Sciences, Cengage, R Gilbert, L Tubdall, P Brett (ed), Melbourne, pp. 30-58. ISBN 9780170424165 (2019) [Other Book Chapter]|
|2016||Brett P, 'Making Connections Between Civics and Citizenship and Education for Sustainability', Civics and Citizenship in Australia: Challenges, Practices and International Perspectives, Bloomsbury Academic, A Peterson, L Tudball (ed), United Kingdom, pp. 165-185. ISBN 9781474248198 (2016) [Research Book Chapter]|
|2016||Muhammad Y, Brett P, 'The Challenges of Undertaking Citizenship Education Research in Pakistan', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 41-50. ISBN 9789463005227 (2016) [Research Book Chapter]|
|2016||Thomas DP, Brett P, 'Putting on the Style: Enhancing Citizenship Education with a Persuasive Writing Framework', What is Next in Educational Research?, Sense Publishers, S Fan, J Fielding-Wells (ed), The Netherlands, pp. 285-295. ISBN 9789463005227 (2016) [Research Book Chapter]|
Co-authors: Thomas DP
|2015||Brett P, Hay I, Shorter D, 'Enhancing students' persuasive writing through professional learning and action research', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 385-399. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]|
Co-authors: Hay I; Shorter D
|2015||Brett P, Yule R, 'Global citizenship, media literacy and advocacy', Linguistics and language education in new horizons: The link between theory, research and pedagogy, Nova Science Publishers, S Fan, T Le & Q Le (ed), New York, pp. 141-156. ISBN 978-1-63482-800-0 (2015) [Research Book Chapter]|
|2023||Brett P, 'Historical empathy: If you're going to do it, do it right'. 'Historical Empathy: Ethical and Culturally Responsive Teaching' by Innes, Melanie, Forster, Daniella J., Gurr, Sarah and Sharp, Heather', Public History Weekly, 11, (1) pp. 1 piece. ISSN 2197-6376 (2023) [Review Single Work]|
|2022||Brett P, 'Hearing the voices of the invaded: review of 'Indigenous voices, climate change and modern slavery'', Public History Weekly, 10, (2) ISSN 2197-6376 (2022) [Review Single Work]|
|2021||Brett P, 'Kerry Kennedy, Deborah Henderson and Colin Marsh: Becoming a Teacher (7th Edition)', Curriculum Perspectives pp. 1-2. ISSN 0159-7868 (2021) [Review Single Work]|
|2020||Brett P, 'Review of Alistair Ross: Finding political identities: young people in a changing Europe', Curriculum Perspectives pp. 1-3. ISSN 0159-7868 (2020) [Review Single Work]|
|2014||Brett P, 'Sustainable school transformation: An inside-out school led approach', British Journal of Educational Studies, 62, (4) pp. 475-476. ISSN 0007-1005 (2014) [Review Single Work]|
Conference Publication(3 outputs)
|2016||Brett P, Kilpatrick S, Fitzallen NE, Mainsbridge C, Reynolds B, et al., 'Evidencing the impact of pre-service teachers: shifting the conversation', Proceedings of the 2016 Australian Association for Research in Education Conference, 27 November - 1 December 2016, Melbourne, Victoria, Australia, pp. 1-13. ISSN 1324-9320 (2016) [Refereed Conference Paper]|
Co-authors: Kilpatrick S; Fitzallen NE; Mainsbridge C; Reynolds B; Kertesz J; Thomas S
|2016||Finnen M, Schmidt M, Brett P, 'Peripherality, place and possibilities', Teaching Matters, 7 December 2016, Launceston, Tasmania (2016) [Conference Extract]|
Co-authors: Finnen M; Schmidt M
|2015||Brett P, Moltow D, 'Exploring the intersections between philosophy and civics and citizenship education in Australia', Program of the 2015 International conference on redesigning pedagogy and the 11th International CitizED Conference & Arts, Humanities and Literature Conference 2015, 2-4 June, National Institute of Education, Singapore, pp. SYM040c. (2015) [Conference Extract]|
Co-authors: Moltow D
Other Public Output(1 outputs)
|2009||Brett P, Mompoint-Gaillard P, Salema MH, 'How all teachers can support citizenship and human rights education: a framework for the development of competences', Council of Europe Publishing, UK, pp. 1-88. (2009) [Government or Industry Research]|
Grants & Funding
Number of grants
- The aim of this project is to work with four secondary schools and one district high school and their associated primary schools as a cluster, in an actioned-based research approach, that has a strong focus on teacher staff professional learning using the school principal as curriculum leader as a key element. The project will work to improve literacy and numeracy outcomes of high school students targeting the transition from primary to high school as a key determinant of likely success. The purpose of the action research is to explore issues, share best practice pedagogy, beliefs and practices to investigate how the performance of students in Years 7 and 9 can be improved.
- Department of Education Tasmania ($200,000)
- Contract Research
- Administered By
- University of Tasmania
- Research Team
- Fraser SP; Callingham RA; Beswick K; Hay I; Moltow DT; Chick HL; Brett P; Muir T
- 2013 - 2015
Peter's Higher Degree Research Supervisory load has increased year on year from 2012. He has supported four candidates through to completion. He is currently on eight supervisory support teams with three of these projects due to complete in early 2022. In addition to supporting domestic students he has also supported projects with a focus upon education in Pakistan and Nepal.
Peter invites inquiries about research higher degree (RHD) supervision on topics investigating citizenship education, history education, museum education, curriculum policy and pedagogy, political literacy, social justice or the teaching of controversial issues.
|PhD||An Exploration of Multidisciplinary Conceptual and Perceptual Considerations of the Relevance of Gratitude to Cancer Care and the Consequent Implications for Medical Education||2015|
|PhD||Articulations of Global Citizenship Education in International Baccalaureate International Schools||2015|
|PhD||How Does the Teaching of "Reasonableness" Inform Students' Perceptions of Social Justice?||2017|
|PhD||Unlocking Entrepreneurial Opportunities for Adolescent Young Women: A Tasmanian case study||2018|
|PhD||Possibilities for Enacting Gratitude Education in Nepalese Schools||2018|
|PhD||Sustainability in Tasmanian Schools: Investigating Good Practice, Impacts and Issues||2019|
|PhD||Construction of Gendered identities in Pakistani Curriculum and their Potential Influence on the Lives of Women||2021|
|PhD||Exploring the culturally distinct, intuition-level influences on education for people from non-Australian contexts||2022|
|PhD||Exploration of the Concepts and Contents of Citizenship Education for Upper Secondary Students in Punjab, Pakistan: A critical discourse analysis|
Candidate: Rehana Kousar
|PhD||Exploring Civics and Citizenship Education in Nepal: From policy to practice|
Candidate: Rabi Shah
|PhD||Early Adopters of Geospatial Technologies for Teaching Geography in Australian Secondary Schools|
Candidate: Bianca Jade Coleman
|PhD||Impacts of the Curriculum on Teaching and Learning in Nepal|
Candidate: Ganga Bahadur Gurung
|PhD||Pakistani National Identity, Cultural Diversity and Global Perspectives: A policy trajectory study of the national curriculum for secondary school Pakistan studies in Punjab|
Candidate: Yaar Muhammad