Frances Christie
Biographic Data
| ID | 93323 |
|---|---|
| NAME | Frances Christie |
| GIVEN NAMES | Frances |
| FAMILY NAME | Christie |
| SIGNATURE | CHRISTIE F |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0003-1384-3683 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 28 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
An exploration of the impact of different peer learning activities utilised to develop student employability
Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we …
Field of study and the subjective labour market outcomes of UK graduates
Field choice in higher education has been shown to be highly influential on earnings and employment, yet little is known about how field of study affects recent graduates’ subjective labour market outcomes. This article uses ‘Graduate Voice’ data from the 2018/19 UK Graduate Outcomes survey to examine the effect of field choice on three subjective measures: whether work is meaningful, career is on track, and using graduate skills. Employing a sel…
Archiving an academic legacy
Michael Halliday’s and Ruqaiya Hasan’s estates have been found to include a large amount of unpublished materials: draft papers, research notes, photographs, comments on student papers and so on. They comprise important elements of their legacy and a potential research resource. In this paper we outline a project to preserve and digitise these materials and to make them readily available internationally. The project is being carried out under the…
Getting in, getting on, going further
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative l…
Using phenomenology in careers research
Career guidance has been criticised for focusing on individual agency, complying with discourses that “responsibilise” individuals to manage their careers. A social justice approach argues for a more nuanced recognition of the interplay of structure and agency, which raises questions about how to do this in practice? In this paper we argue for the value of interpretive phenomenology which challenges what is taken-for-granted, illuminates the natu…
Stories of family in working‐class graduates’ early careers
How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by reporting upon findings from qualitative research…
Mary Macken-Horarik, Kristina Love, Carmel Sandiford & Len Unsworth Functional grammatics
This article reviews Functional grammatics: Re-conceptualizing knowledge about language and image for school English
Competing voices
Becoming a university graduate has long been considered the route to individual occupational and social mobility, while educating more citizens has been assumed to add to a nation’s human capital and competitiveness. University education has come to be associated with individual and societal aspiration. However, changes in the labour market associated with globalisation, technology, and fears of graduate underemployment have served to question th…
Genres and Genre Theory
This paper responds to Michael Rosen’s blog entries, ‘How Genre Theory Saved the World’, arguing that genre theory in the tradition of systemic functional linguistics (SFL) has made an important contribution to language and literacy pedagogy. It emerged in the Australian context in about 1980 and was initially developed in response to educational theories that tended to focus on ‘processes of learning’ and the role of the teacher as ‘facilitator’…
Language, Knowledge and Pedagogy
Part I: Functional Linguistic and Sociological Perspectives on Education 1. The dialogue between functional linguistics and sociology, Frances Christie (University of Melbourne, University of Sydney, Australia) Part II: Theoretical Foundations 2. Bernstein's codes, devices and knowledge structures, Karl Maton and Johan Muller (University of Wollongong, Australia and University of Cape Town, South Africa) 3. Kinds of knowledge: A functional lingui…
Mozambique and the Great Flood of 2000
Mozambique
Genre Theory and ESL Teaching
Contemporary genre theory within the Australian context draws upon systemic functional (SF) linguistic theory, especially as developed by Halliday (1994), Hasan (1996), Martin (1992), and Matthiessen (1995)1 as well as many educational linguists. Language is said to be systemic in that it offers systems of choices in language, each significant for the realisation of meaning. A simple example is the mood system, which comprises the linguistic patt…
Developing an educational linguistics for English language teaching
The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing a…
Literacy in Australia
This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Lin…
Mozambique and the Great Flood of 2000
Getting in, getting on, going further
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative l…
Stories of family in working‐class graduates’ early careers
How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by reporting upon findings from qualitative research…
Competing voices
Becoming a university graduate has long been considered the route to individual occupational and social mobility, while educating more citizens has been assumed to add to a nation’s human capital and competitiveness. University education has come to be associated with individual and societal aspiration. However, changes in the labour market associated with globalisation, technology, and fears of graduate underemployment have served to question th…
Mozambique
Literacy in Australia
This discussion will focus upon English literacy research which draws upon systemic functional linguistic theory. Over the last ten to fifteen years, a significant number of applied linguists and language educators have emerged in Australia who use systemic functional linguistic theory to address a wide range of research questions. Their effort has been stimulated by the scholarly leadership of Halliday (e.g., 1985a), who took up the Chair of Lin…
Developing an educational linguistics for English language teaching
The relevance of linguistic studies to educational practices has been an issue hotly debated for some time among specialists in English language education. Many such specialists have questioned the value of any linguistic insights, preferring to rely on various pedagogical theories, most of them not informed by any rigorous examination of language, its nature and functions, or its role in learning. This paper argues the importance of developing a…
Genre Theory and ESL Teaching
Contemporary genre theory within the Australian context draws upon systemic functional (SF) linguistic theory, especially as developed by Halliday (1994), Hasan (1996), Martin (1992), and Matthiessen (1995)1 as well as many educational linguists. Language is said to be systemic in that it offers systems of choices in language, each significant for the realisation of meaning. A simple example is the mood system, which comprises the linguistic patt…
Mozambique and the Great Flood of 2000
Mozambique
Language, Knowledge and Pedagogy
Part I: Functional Linguistic and Sociological Perspectives on Education 1. The dialogue between functional linguistics and sociology, Frances Christie (University of Melbourne, University of Sydney, Australia) Part II: Theoretical Foundations 2. Bernstein's codes, devices and knowledge structures, Karl Maton and Johan Muller (University of Wollongong, Australia and University of Cape Town, South Africa) 3. Kinds of knowledge: A functional lingui…
Genres and Genre Theory
This paper responds to Michael Rosen’s blog entries, ‘How Genre Theory Saved the World’, arguing that genre theory in the tradition of systemic functional linguistics (SFL) has made an important contribution to language and literacy pedagogy. It emerged in the Australian context in about 1980 and was initially developed in response to educational theories that tended to focus on ‘processes of learning’ and the role of the teacher as ‘facilitator’…
Mary Macken-Horarik, Kristina Love, Carmel Sandiford & Len Unsworth Functional grammatics
This article reviews Functional grammatics: Re-conceptualizing knowledge about language and image for school English
Competing voices
Becoming a university graduate has long been considered the route to individual occupational and social mobility, while educating more citizens has been assumed to add to a nation’s human capital and competitiveness. University education has come to be associated with individual and societal aspiration. However, changes in the labour market associated with globalisation, technology, and fears of graduate underemployment have served to question th…
Stories of family in working‐class graduates’ early careers
How do young graduates view the role of immediate families in influencing/supporting them as they start their working lives and how do those reflections affect how they think of themselves as graduates? Social, political and economic changes have led to many young people being dependent on family for longer, but how does this play out in their reflections? This article addresses these questions by reporting upon findings from qualitative research…
Using phenomenology in careers research
Career guidance has been criticised for focusing on individual agency, complying with discourses that “responsibilise” individuals to manage their careers. A social justice approach argues for a more nuanced recognition of the interplay of structure and agency, which raises questions about how to do this in practice? In this paper we argue for the value of interpretive phenomenology which challenges what is taken-for-granted, illuminates the natu…
Archiving an academic legacy
Michael Halliday’s and Ruqaiya Hasan’s estates have been found to include a large amount of unpublished materials: draft papers, research notes, photographs, comments on student papers and so on. They comprise important elements of their legacy and a potential research resource. In this paper we outline a project to preserve and digitise these materials and to make them readily available internationally. The project is being carried out under the…
Getting in, getting on, going further
Transitions from education into work, or as part of career change and development, are increasingly central to policy debate and academic inquiry. However, the role that employers play in shaping transition is often overlooked. In this paper, we examine this issue through the experiences of a graduating cohort of ‘degree apprentices’. We present original analysis of new empirical data from what we believe to be the first substantive qualitative l…
An exploration of the impact of different peer learning activities utilised to develop student employability
Assumptions about fostering human capital for national competitiveness underpin higher education policy drivers regarding employability. Departing from this focus on human capital development, research has highlighted the importance of relationality for employability, but there is a gap in scholarship about the role of peer relationships. Drawing on interview data about a curriculum-based intervention in an English university business school, we …
Field of study and the subjective labour market outcomes of UK graduates
Field choice in higher education has been shown to be highly influential on earnings and employment, yet little is known about how field of study affects recent graduates’ subjective labour market outcomes. This article uses ‘Graduate Voice’ data from the 2018/19 UK Graduate Outcomes survey to examine the effect of field choice on three subjective measures: whether work is meaningful, career is on track, and using graduate skills. Employing a sel…
Sociology (11 works) · Psychology (9 works) · Pedagogy (8 works) · Political science (7 works) · Higher Education and Employability (6 works) · Computer Science (4 works) · Discourse Analysis in Language Studies (4 works) · Linguistics (4 works) · Multilingual Education and Policy (4 works) · Systemic functional linguistics (4 works)