Robert Hattam
Datos Biográficos
| ID | 206161 |
|---|---|
| NOMBRE | Robert Hattam |
| NOMBRES | Robert |
| APELLIDO | Hattam |
| FIRMA | HATTAM R |
| AFILIACIONES | University of South Australia |
| ORCID | 0000-0002-0645-5685 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 25 |
| TOTAL DE CITAS | 110 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 1999 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Fostering affective attention to lead coherent school change
With equity and inclusion as national education priorities in Australia, school leaders commonly articulate aspirations related to embedding intercultural understanding, indigenous ways of knowing and/or culturally responsive pedagogies school wide. But at the same time, dominant discourses related to school improvement driven by neoliberal demands emphasize narrow measures of numeracy and literacy, data‐driven instruction and adopting decontextu…
Representing science
In the 2023 Scott Report, Strong Beginnings , the Teacher Education Expert Panel (TEEP) in Australia made a series of recommendations which effectively echoed recent ‘reform’ in England on pre-service teacher education. Based on Australia’s ongoing version of ‘PISA panic’, the Report pointed to its findings as being based on research provided by the Australian Education Research Organisation (AERO). In its Priority Reform 1 on Initial Teacher Edu…
Co-constructed engagement with Australian Aboriginal families in early childhood education
Partnerships with Aboriginal families are significant to children's learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers' and leaders' …
Pedagogies of Non-self as Practices of Freedom
Relational pedagogy and the policy failure of contemporary Australian schooling
This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it…
Philosophy of education in a new key
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, bu…
Strengthening Australian Aboriginal Participation in University STEM Programs
The broad discipline of Science, Technology, Engineering and Maths (STEM) has become a global focus for education and employment. Currently, Indigenous students are less likely to engage in STEM programs and careers than in other disciplines such as education, health, social sciences and arts. In Australia, schools and tertiary institutions are investigating opportunities to increase Indigenous participation in STEM. In 2016, the XE Maths project…
The Postcolonial Time That Remains
Sovereign authority to establish the colony of South Australia was given by Letters Patent (1836), signed by King William IV. The Letters Patent made explicit provision for the recognition and protection of Indigenous rights and interests in traditional lands and waters, establishing the basis for a peaceable and respectful interaction between Indigenous and settler societies. However, the preexisting sovereignty of Indigenous peoples was not res…
Technologies of Self and the Cultivation of Virtues
Journal Article Technologies of Self and the Cultivation of Virtues Get access Robert Hattam, Robert Hattam Correspondence: Rob Hattam, School of Education, University of South Australia, GPO Box 2471, Adelaide, South Australia 5001, Australia. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Bernadette Baker Bernadette Baker Search for other works by this author on: Oxford Academic Google Sc…
Thinking Past Educational Disadvantage, and Theories of Reproduction
This article proposes a critique of critical sociology of education as a means of thinking past theories of reproduction which are the doxa for our field. The article problematizes key words such as 'disadvantage' and pursues a critique of reproduction theory, drawing on Rancière's foregrounding of equality as an axiom rather than an outcome. The article goes some way towards showing how we might practically think past theories of reproduction by…
Reconciliation and Pedagogy
Reconciliation and Pedagogy
Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas a…
Countering and exceeding 'capital
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagog…
Teaching in fractured classrooms
During the last decade or so, schooling policy has had to increasingly grapple with processes that have a global reach. One significant aspect of globalisation has been the global flows of asylum seekers and refugees. Although Australia has a long history of accepting asylum seekers and refugees, in recent times, concerns about national security have fuelled community disquiet about refugees and asylum seekers. As such the ‘refugee problem’ is a …
What's anger got to do with it? Towards a post-indignation pedagogy for communities in conflict
We argue that anger tends to be naturalized and normalized in social and educational theory and our goal is to problematize the too easy justification of indignation as an emotional resource in political and pedagogical work. Instead we wish to propose the broad contours of a post-indignation pedagogy as a frame for rethinking racism and redefining antiracist and dialogic pedagogy. In the first part of the paper, we offer a genealogy of anger in …
Revolution or backlash? The mediatisation of education policy in Australia
Recent scholarship has identified the emergence of a new modality of policy work: the mediatisation of policy. This paper provides an Australian case study which reports on the tactics of an Australian Federal Minister of Education and a media commentator who both engaged in public pedagogical work for the purpose of spinning education policy. In particular, we argue that this example of the mediatisation of education policy has worked to stifle …
Towards pedagogical justice
This is an 'introduction to syposium' for 'Re-designing pedagogy'
Researching for social justice
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary scho…
Reconciliation as a Frame for Rethinking Racism in Australia
This paper begins with a brief reading of Australia's ‘signature racism’ and ponders the question of what we might do about it. As a novel way to this problematic, the paper considers the national reconciliation process, exemplified by the work as of the Council for Aboriginal Reconciliation (CAR), as a ‘good movement’ in Derrida's terms and as a site for investigating antiracist work in Australia. The CAR provides conceptual resources for consid…
Teachers' Work in a Globalizing Economy
Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers ac…
Tackling School Leaving at its Source
One of the most pervasive educational issues confronting Australia, and other countries, at the moment is the declining completion rates in high schools. While a period of success was experienced after the Second World War, there is now a pressing need to reform high schools in the ways they connect with young lives. In this paper, we present a 'sociology of the high school' as a way of encapsulating the high school as an institution that: is sti…
Early School Leaving and the Cultural Geography of High Schools [1]
Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately ‘naming’ the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the consid…
Voiced' Research as a Sociology for Understanding 'Dropping Out' of School
How people obtain more complex understandings of the phenomenon of 'dropping out' of school is one of the most urgent policy and practice issues facing educational practitioners, policy-makers and sociological researchers at the moment. Smyth and Hattam argue that a different 'sociological imagination' is required--one that is simultaneously more attentive to the lifeworlds of young people and more reflexive of its own agenda
Intellectual as Hustler
In many respects, universities around the world are living through a period of quite extraordinary turmoil as their role and purposes are under serious challenge. In this paper we explore the latest attempt in Australia to push universities even further in the direction of becoming marketised, and we examine what this means in terms of the loss of public space for academics as public intellectuals. In this, we draw some fragments from our own aut…
Doing Critical Cultural Studies
Teachers' Work in a Globalizing Economy
Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers ac…
Countering and exceeding 'capital
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagog…
Revolution or backlash? The mediatisation of education policy in Australia
Recent scholarship has identified the emergence of a new modality of policy work: the mediatisation of policy. This paper provides an Australian case study which reports on the tactics of an Australian Federal Minister of Education and a media commentator who both engaged in public pedagogical work for the purpose of spinning education policy. In particular, we argue that this example of the mediatisation of education policy has worked to stifle …
Relational pedagogy and the policy failure of contemporary Australian schooling
This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it…
Philosophy of education in a new key
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, bu…
Voiced' Research as a Sociology for Understanding 'Dropping Out' of School
How people obtain more complex understandings of the phenomenon of 'dropping out' of school is one of the most urgent policy and practice issues facing educational practitioners, policy-makers and sociological researchers at the moment. Smyth and Hattam argue that a different 'sociological imagination' is required--one that is simultaneously more attentive to the lifeworlds of young people and more reflexive of its own agenda
Researching for social justice
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary scho…
Teaching in fractured classrooms
During the last decade or so, schooling policy has had to increasingly grapple with processes that have a global reach. One significant aspect of globalisation has been the global flows of asylum seekers and refugees. Although Australia has a long history of accepting asylum seekers and refugees, in recent times, concerns about national security have fuelled community disquiet about refugees and asylum seekers. As such the ‘refugee problem’ is a …
What's anger got to do with it? Towards a post-indignation pedagogy for communities in conflict
We argue that anger tends to be naturalized and normalized in social and educational theory and our goal is to problematize the too easy justification of indignation as an emotional resource in political and pedagogical work. Instead we wish to propose the broad contours of a post-indignation pedagogy as a frame for rethinking racism and redefining antiracist and dialogic pedagogy. In the first part of the paper, we offer a genealogy of anger in …
Towards pedagogical justice
This is an 'introduction to syposium' for 'Re-designing pedagogy'
Early School Leaving and the Cultural Geography of High Schools [1]
Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately ‘naming’ the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the consid…
Intellectual as Hustler
In many respects, universities around the world are living through a period of quite extraordinary turmoil as their role and purposes are under serious challenge. In this paper we explore the latest attempt in Australia to push universities even further in the direction of becoming marketised, and we examine what this means in terms of the loss of public space for academics as public intellectuals. In this, we draw some fragments from our own aut…
Strengthening Australian Aboriginal Participation in University STEM Programs
The broad discipline of Science, Technology, Engineering and Maths (STEM) has become a global focus for education and employment. Currently, Indigenous students are less likely to engage in STEM programs and careers than in other disciplines such as education, health, social sciences and arts. In Australia, schools and tertiary institutions are investigating opportunities to increase Indigenous participation in STEM. In 2016, the XE Maths project…
Technologies of Self and the Cultivation of Virtues
Journal Article Technologies of Self and the Cultivation of Virtues Get access Robert Hattam, Robert Hattam Correspondence: Rob Hattam, School of Education, University of South Australia, GPO Box 2471, Adelaide, South Australia 5001, Australia. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Bernadette Baker Bernadette Baker Search for other works by this author on: Oxford Academic Google Sc…
Reconciliation as a Frame for Rethinking Racism in Australia
This paper begins with a brief reading of Australia's ‘signature racism’ and ponders the question of what we might do about it. As a novel way to this problematic, the paper considers the national reconciliation process, exemplified by the work as of the Council for Aboriginal Reconciliation (CAR), as a ‘good movement’ in Derrida's terms and as a site for investigating antiracist work in Australia. The CAR provides conceptual resources for consid…
Thinking Past Educational Disadvantage, and Theories of Reproduction
This article proposes a critique of critical sociology of education as a means of thinking past theories of reproduction which are the doxa for our field. The article problematizes key words such as 'disadvantage' and pursues a critique of reproduction theory, drawing on Rancière's foregrounding of equality as an axiom rather than an outcome. The article goes some way towards showing how we might practically think past theories of reproduction by…
Co-constructed engagement with Australian Aboriginal families in early childhood education
Partnerships with Aboriginal families are significant to children's learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers' and leaders' …
Tackling School Leaving at its Source
One of the most pervasive educational issues confronting Australia, and other countries, at the moment is the declining completion rates in high schools. While a period of success was experienced after the Second World War, there is now a pressing need to reform high schools in the ways they connect with young lives. In this paper, we present a 'sociology of the high school' as a way of encapsulating the high school as an institution that: is sti…
Doing Critical Cultural Studies
Intellectual as Hustler
In many respects, universities around the world are living through a period of quite extraordinary turmoil as their role and purposes are under serious challenge. In this paper we explore the latest attempt in Australia to push universities even further in the direction of becoming marketised, and we examine what this means in terms of the loss of public space for academics as public intellectuals. In this, we draw some fragments from our own aut…
Voiced' Research as a Sociology for Understanding 'Dropping Out' of School
How people obtain more complex understandings of the phenomenon of 'dropping out' of school is one of the most urgent policy and practice issues facing educational practitioners, policy-makers and sociological researchers at the moment. Smyth and Hattam argue that a different 'sociological imagination' is required--one that is simultaneously more attentive to the lifeworlds of young people and more reflexive of its own agenda
Early School Leaving and the Cultural Geography of High Schools [1]
Early school leaving is one of the most protracted educational problems around the world, but one of the least understood. Central to the issue itself, is the failure by the educational policy community to have ways of adequately ‘naming’ the problem. The study reported in this paper examines early school leaving from the position of 209 young Australians who had left school or who were at imminent risk of doing so. While acknowledging the consid…
Tackling School Leaving at its Source
One of the most pervasive educational issues confronting Australia, and other countries, at the moment is the declining completion rates in high schools. While a period of success was experienced after the Second World War, there is now a pressing need to reform high schools in the ways they connect with young lives. In this paper, we present a 'sociology of the high school' as a way of encapsulating the high school as an institution that: is sti…
Teachers' Work in a Globalizing Economy
Extended critical case studies provide a tangible working expression of the labour process of teaching, showing how teachers are simultaneously experiencing significant changes to their work, as well as responding in ways that actively shape these processes. For teachers and researchers, this book shows what processes are at work in the global economy which impact on, and sometimes control, the role of the teacher. It also reveals how teachers ac…
Reconciliation as a Frame for Rethinking Racism in Australia
This paper begins with a brief reading of Australia's ‘signature racism’ and ponders the question of what we might do about it. As a novel way to this problematic, the paper considers the national reconciliation process, exemplified by the work as of the Council for Aboriginal Reconciliation (CAR), as a ‘good movement’ in Derrida's terms and as a site for investigating antiracist work in Australia. The CAR provides conceptual resources for consid…
Revolution or backlash? The mediatisation of education policy in Australia
Recent scholarship has identified the emergence of a new modality of policy work: the mediatisation of policy. This paper provides an Australian case study which reports on the tactics of an Australian Federal Minister of Education and a media commentator who both engaged in public pedagogical work for the purpose of spinning education policy. In particular, we argue that this example of the mediatisation of education policy has worked to stifle …
Towards pedagogical justice
This is an 'introduction to syposium' for 'Re-designing pedagogy'
Researching for social justice
Reforming schooling to enable engagement and success for those typically marginalised and failed by schools is a necessary task for educational researchers and activists concerned with injustice. However, it is a difficult pursuit, with a long history of failed attempts. This paper outlines the rationale of an Australian partnership research project, Redesigning Pedagogies in the North (RPiN), which took on such an effort in public secondary scho…
Teaching in fractured classrooms
During the last decade or so, schooling policy has had to increasingly grapple with processes that have a global reach. One significant aspect of globalisation has been the global flows of asylum seekers and refugees. Although Australia has a long history of accepting asylum seekers and refugees, in recent times, concerns about national security have fuelled community disquiet about refugees and asylum seekers. As such the ‘refugee problem’ is a …
What's anger got to do with it? Towards a post-indignation pedagogy for communities in conflict
We argue that anger tends to be naturalized and normalized in social and educational theory and our goal is to problematize the too easy justification of indignation as an emotional resource in political and pedagogical work. Instead we wish to propose the broad contours of a post-indignation pedagogy as a frame for rethinking racism and redefining antiracist and dialogic pedagogy. In the first part of the paper, we offer a genealogy of anger in …
Reconciliation and Pedagogy
Reconciliation is one of the most significant contemporary challenges in the world today. In this innovative new volume, educational academics and practitioners across a range of cultural and political contexts examine the links between reconciliation and critical pedagogy, putting forward the notion that reconciliation projects should be regarded as public pedagogical interventions, with much to offer to wider theories of learning. While ideas a…
Countering and exceeding 'capital
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagog…
Reconciliation and Pedagogy
The Postcolonial Time That Remains
Sovereign authority to establish the colony of South Australia was given by Letters Patent (1836), signed by King William IV. The Letters Patent made explicit provision for the recognition and protection of Indigenous rights and interests in traditional lands and waters, establishing the basis for a peaceable and respectful interaction between Indigenous and settler societies. However, the preexisting sovereignty of Indigenous peoples was not res…
Technologies of Self and the Cultivation of Virtues
Journal Article Technologies of Self and the Cultivation of Virtues Get access Robert Hattam, Robert Hattam Correspondence: Rob Hattam, School of Education, University of South Australia, GPO Box 2471, Adelaide, South Australia 5001, Australia. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Bernadette Baker Bernadette Baker Search for other works by this author on: Oxford Academic Google Sc…
Thinking Past Educational Disadvantage, and Theories of Reproduction
This article proposes a critique of critical sociology of education as a means of thinking past theories of reproduction which are the doxa for our field. The article problematizes key words such as 'disadvantage' and pursues a critique of reproduction theory, drawing on Rancière's foregrounding of equality as an axiom rather than an outcome. The article goes some way towards showing how we might practically think past theories of reproduction by…
Strengthening Australian Aboriginal Participation in University STEM Programs
The broad discipline of Science, Technology, Engineering and Maths (STEM) has become a global focus for education and employment. Currently, Indigenous students are less likely to engage in STEM programs and careers than in other disciplines such as education, health, social sciences and arts. In Australia, schools and tertiary institutions are investigating opportunities to increase Indigenous participation in STEM. In 2016, the XE Maths project…
Pedagogies of Non-self as Practices of Freedom
Relational pedagogy and the policy failure of contemporary Australian schooling
This paper considers the implications of the current landscape of education policy reform in Australian schooling. We argue that the decontextualisation of education policy enactments and the eschewing of concerns relevant at the local level of the school over the past two decades have prompted various reform agendas to fail. We contend that recognition of the deep contextualisation of schools is paramount in any attempt at renewal. Therefore, it…
Philosophy of education in a new key
Public education is not just a way to organise and fund education. It is also the expression of a particular ideal about education and of a particular way to conceive of the relationship between education and society. The ideal of public education sees education as an important dimension of the common good and as an important institution in securing the common good. The common good is never what individuals or particular groups want or desire, bu…
Representing science
In the 2023 Scott Report, Strong Beginnings , the Teacher Education Expert Panel (TEEP) in Australia made a series of recommendations which effectively echoed recent ‘reform’ in England on pre-service teacher education. Based on Australia’s ongoing version of ‘PISA panic’, the Report pointed to its findings as being based on research provided by the Australian Education Research Organisation (AERO). In its Priority Reform 1 on Initial Teacher Edu…
Co-constructed engagement with Australian Aboriginal families in early childhood education
Partnerships with Aboriginal families are significant to children's learning and development outcomes yet remain under-theorised. Complicating matters are enduring neo-colonising practices for engaging with families in early childhood settings. These taken-for-granted practices serve as a barrier to connecting with Australian Aboriginal families in meaningful ways. This article presents a decolonising analysis of preschool teachers' and leaders' …
Fostering affective attention to lead coherent school change
With equity and inclusion as national education priorities in Australia, school leaders commonly articulate aspirations related to embedding intercultural understanding, indigenous ways of knowing and/or culturally responsive pedagogies school wide. But at the same time, dominant discourses related to school improvement driven by neoliberal demands emphasize narrow measures of numeracy and literacy, data‐driven instruction and adopting decontextu…
Sociology (20 obras) · Political science (15 obras) · Law (13 obras) · Pedagogy (11 obras) · Social science (9 obras) · Global Educational Policies and Reforms (8 obras) · Epistemology (7 obras) · Higher education (6 obras) · Law (6 obras) · Politics (6 obras)