Dr Ian Hardy

ARC Future Fellow

School of Education
Faculty of Humanities and Social Sciences
ian.hardy@uq.edu.au
+61 7 336 56425

Overview

Dr Hardy researches and teaches in the areas of educational policy and politics, including teachers' learning, at the School of Education, University of Queensland. Dr Hardy's research focuses on the relationship between education and society, and his current research explores educators' responses to the broader socio-political contexts in which their work is undertaken. As an ARC Future Fellow (2015-2018), Dr Hardy is currently undertaking full-time research into how policy support for the Australian Curriculum influences teacher learning in diverse schooling settings in Queensland, within a broader global policy context. At the same time, Dr Hardy is exploring how concurrent policy reform in Scandinavian (Finland and Sweden) and North American (Ontario and Connecticut) contexts is currently constituted, and influencing practice. This research builds upon earlier work (2012-2014; ARC-DECRA) which focused upon teacher learning practices in Queensland under globalised policy conditions. Dr Hardy has also undertaken inquiries into the nature of academic work under current conditions in Australian university settings.

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), 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.

As well as his substantive position as Senior Lecturer at the School of Education, The University of Queensland, Dr Hardy holds an adjunct position at his previous university, Charles Sturt University, Australia.

Research Interests

  • social theory
  • Politics of education
  • teacher learning/professional development
  • policy studies

Research Impacts

Dr Hardy's research is of direct interest to schooling systems. He engages with school and system personnel in Australia, Sweden, Finland, England, Canada, and the United States. His work assists teachers improve their practice, and how schooling systems more broadly can be reformed to enhance student learning outcomes.

Qualifications

  • Doctor of Philosophy, The University of Queensland
  • Master of Educational Administration, The University of Queensland
  • Postgraduate Diploma in Eduction, The University of Queensland
  • Bachelor of Art, The University of Queensland

Publications

View all Publications

Supervision

View all Supervision

Publications

Featured Publications

Book

Book Chapter

  • Hardy, Ian and Garrick, Barbara (2017). Educational practice as praxis: understanding and challenging neoliberal conditions in university settings. In Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy (Ed.), Practice theory perspectives on pedagogy and education: praxis, diversity and contestation (pp. 143-156) Singapore, Singapore: Springer. doi:DOI 10.1007/978-981-10-3130-4_7

  • Kemmis, Stephen, Edwards-Groves, Christine, Lloyd, Annemaree, Grootenboer, Peter, Hardy, Ian and Wilkinson, Jane (2017). Learning as being ‘stirred in’ to practices. In Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy (Ed.), Practice theory perspectives on pedagogy and education: praxis, diversity and contestation (pp. 45-65) Singapore, Singapore: Springer. doi:10.1007/978-981-10-3130-4_3

  • Hardy, Ian (2016). Contesting and capitalising on NAPLAN. In Bob Lingard, Greg Thompson and Sam Sellar (Ed.), National testing in schools: an Australia assessment (pp. 98-109) Oxon, United Kingdom: Routledge.

  • Lingard, Bob, Hardy, Ian and Heimans, Stephen (2012). Deparochializing educational research: three critical, illustrative narratives. In Tara Fenwick and Lesley Farrell (Ed.), Knowledge mobilization and educational research: politics, languages and responsibilities (pp. 211-236) New York, United States: Routledge.

  • Kemmis, Stephen, Edwards-Groves, Christine, Wilkinson, Jane and Hardy, Ian (2012). Ecologies of practices. In Paul Hager, Alison Lee and Ann Reich (Ed.), Professional and practice-based learning: practice-theory perspectives on professional learning (pp. 33-49) Heidelberg, Netherlands: Springer. doi:10.1007/978-94-007-4774-6_3

  • Hardy, Ian (2008). A case study of teacher learning: Professional development policy, practice and praxis. In Stephen Kemmis and Tracey J. Smith (Ed.), Enabling Praxis: Challenges for Education (pp. 149-170) Amsterdam: Sense Publishers.

  • Hardy, Ian and Kemmis, Stephen (2008). Reflections on 'Nurturing Praxis'. In Karin Ronnerman, Eli Moksnes-Furu and Petri Salo (Ed.), Nurturing Praxis: Action Research in Partnerships Between School and University in a Nordic Light (pp. 245-251) Amsterdam: Sense Publishers.

  • Hardy, Ian (2003). Contextualising teacher in-service in complex times. In Shaun Rawolle and Jennifer Vadeboncoeur (Ed.), Educational Imaginings: On the Play of Texts and Contexts (pp. 182-208) Brisbane: Australian Academic Press..

  • Hardy, I. J. (2003). Contextualising teacher professional development in complex times. In Jennifer A. Vadeboncoeur and Shaun Rawolle (Ed.), Educational Imaginings: On the Play of Texts and Contexts (pp. 182-208) Brisbane Australia: Australian Academic Press.

  • Hardy, Ian (2001). Hazard management: The impact of fluvial systems upon a selected environment.. In M. Duncan and J. Lidstone (Ed.), Hazards Happen: Elements of Australian Natural Hazards (pp. 66-83) Canberra: Emergency Management Australia & Royal Geographical Society of Queensland..

Journal Article

Conference Publication

  • Edwards-Groves, Christine, Hardy, Ian, Kemmis, Stephen and Wilkinson, Jane (2010). 'How shall we know the dancer from the dance?' Developing a theory of ecologies of practices. In: Sarah Howard, AARE 2010 Conference Proceedings. AARE 2010 International Education Research Conference: Making a Difference, Melbourne, Australia, (). 28 November - 2 December 2010.

  • Hardy, I. (2010). Contesting continuing professional development: Reflections from England. In: Edwards-Groves, C., Making a Difference. AARE 2010 International Education Research Conference, Melbourne VIC, Australia, (). 28 November - 2 December 2010.

  • Wilkinson, Jane, Kemmis, Stephen, Hardy, Ian and Edwards-Groves, Christine (2009). Leading and learning: developing ecologies of educational practice. In: AARE Conference Papers. Australian Association for Research in Education International Conference, Canberra, Australia, (). 29 November – 3 December 2009.

  • Hardy, Ian, Edwards-Groves, Christine, Kemmis, Stephen and Wilkinson, Jane (2009). Teaching as learning: Flexible learning and praxis development in an Australian university. In: Action Research for Improvement in Schools, Communities and Organizational Spaces. What is to be done?. Collaborative Action Research Network Conference, Athens and Psychico College, Athens, (). 30 October – 1 November, 2009.

  • Hardy, Ian (2008). Developing a cross-campus, cross-mode subject in the Bachelor of Teaching (Secondary). In: CSU Education Conference, Charles Sturt University, Wagga Wagga, NSW, Australia, (). 18 – 20 November, 2008.

  • Hardy, Ian (2008). Enabling praxis: challenges for education. In: European Conference for Educational Research. European Conference on Educational Research (ECER 2008), Gothenburg, Sweden, (). 8-12 September 2008.

  • Hardy, Ian (2008). Teacher talk – collaborative inquiry into professional practice. In: CSU Education Conference, Charles Sturt University, Wagga Wagga, NSW, Australia, (). 18 – 20 November, 2008.

  • Kemmis, Stephen, Hardy, Ian, Wilkinson, Jane and Edwards-Groves (2007). Pedagogy, Education and Praxis, Enabling Praxis Symposium. In: Lars Dahlström and Jan Mannberg, Collaborative Action Research Network International Conference. Action Research Beyond Borders and Divides, University of Umeå, Sweden, (). 9 – 11 November, 2007.

  • Hardy, Ian Joseph (2007). Professional development for educational reform in Queensland, Australia: Policy in practice. In: American Educational Research Association Conference. 2007 AERA Annual Meeting and Exhibition, Chicago, IL, United States, (). 9 – 13 April 2007.

  • Hardy, Ian (2005). Teacher learning for educational reform: policy in practice. In: Australian Association for Research in Education International Conference. Education Research – Creative Dissent: Constructive Solutions, University of Western Sydney, Parramatta, (). 27 November – 1 December, 2005.

  • Hardy, Ian (2004). Field/ing learning. In: Peter L. Jeffery, Australian Association for Research in Education International Conference. Positioning Educational Research, University of Melbourne, Melbourne,, (). 28 November – 2 December, 2004.

  • Hardy, Ian (2003). The influence of ongoing teacher learning as policy, research and schooling on a community of teacher learners. In: Australian Association for Research in Education and New Zealand Association for Educational Research International Conference. Educational Research: Risks and Dilemmas, University of Auckland, Auckland, (). 29 November – 3 December, 2003.

  • Hardy, Ian (2002). A tale of two tutorials … and one School of Ed: A micro-presentation. In: J. Reid and T. Brown, Challenging Future: Changing Agendas in Teacher Education. Challenging Futures Conference, Armidale, NSW, (). 3 – 7 February, 2002.

  • Hardy, Ian (2002). Contextualising teacher in-service in complex times. In: University of Queensland Post-graduate Student Conference. Educational Imaginings, The University of Queensland, (). 1 – 2 November, 2002.

  • Hardy, Ian (2002). The (New?) Basics of a teacher professional learning community. In: P. L. Jeffery, Problematic Futures: Educational Research in an Era of ... Uncertainty. Australian Association for Research in Education Annual Conference 2002 (AARE2002), Brisbane, Australia, (). 1-5 December, 2002.

  • Hardy, Ian (2002). The (new ?) basics of a teacher professional learning community. In: P. L. Jeffery, AARE 2002 Conference papers: Problematic Futures: Educational Research in an Era of ... Uncertainty. AARE 2002 International Education Research Conference, Brisbane, Qld, Australia, (59-59). 1-5 December 2002.

  • Hardy, Ian (2001). Educational empowerment: The case for viable leadership. In: V. Carrington, J. Mitchell, S. Rawolle and A. Zavros, Troubling Practices. University of Queensland Post-graduate Student Conference, Brisbane, Queensland, (). 19 – 20 October, 2001.

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

Completed Supervision