Associate Professor Ian Hardy

Associate Professor

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 teaching at Undergraduate, Masters and PhD levels, and his service to the research, professional and wider community is informed by research into the relationship between education and society, particularly broader policy and political discourses, and educators' responses to the socio-political contexts in which their work is undertaken. Dr Hardy is continuing to work on research undertaken during his recent Future Fellowship (2014-2018); this includes in relation to how policy support for the Australian Curriculum influenced teacher learning in diverse schooling settings in Queensland, within a broader global policy context. This work has also involved exploring how concurrent policy reform in Scandinavian (Finland and Sweden) and North American (Ontario and Connecticut) contexts has constituted and influenced practice in these settings. 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.

Current and future research focuses upon continued work on the nature and effects of data as currently constituted in educational (particularly schooling) settings in different national and international contexts (including in the Asia-Pacific, Europe and North America). Current and future research also includes work in relation to the nature and effects of Artificial Intelligence in educational settings, including how this influences educators' work and learning in schooling and other (formal and informal) educational 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.

Dr Hardy commenced at The University of Queensland in 2010, and has occupied his current substantive position as Associate Professor at the School of Education since 2019.

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

  • (2020) Doctor Philosophy

  • Doctor Philosophy

  • Doctor Philosophy

View all Supervision

Publications

Featured Publications

Book

Book Chapter

  • Hardy, Ian (2018). Practice theory and policy: Redesigning 'Quality' teacher education in Australia. Education in an era of schooling: Critical perspectives of educational practice and action research. (pp. 197-212) edited by Christine Edwards-Groves. Singapore: Springer. doi: 10.1007/978-981-13-2053-8_14

  • Hardy, Ian and Woodcock, Stuart (2018). The 'problem' of 'quality' schooling, national testing, and inclusion: Australian insights into policy and practice. Testing and inclusive schooling: international challenges and opportunities. (pp. 47-63) edited by Bjørn Hamre, Anne Morin and Christian Ydesen. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315204048-4

  • Hardy, Ian and Garrick, Barbara (2017). Educational practice as praxis: understanding and challenging neoliberal conditions in university settings. Practice theory perspectives on pedagogy and education: praxis, diversity and contestation. (pp. 143-156) edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy. 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. Practice theory perspectives on pedagogy and education: praxis, diversity and contestation. (pp. 45-65) edited by Peter Grootenboer, Christine Edwards-Groves and Sarojni Choy. Singapore, Singapore: Springer. doi: 10.1007/978-981-10-3130-4_3

  • Hardy, Ian (2016). Contesting and capitalising on NAPLAN. National testing in schools: an Australia assessment. (pp. 98-109) edited by Bob Lingard, Greg Thompson and Sam Sellar. Oxon, United Kingdom: Routledge. doi: 10.4324/9781315659312-8

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

  • Kemmis, Stephen, Edwards-Groves, Christine, Wilkinson, Jane and Hardy, Ian (2012). Ecologies of practices. Professional and practice-based learning: practice-theory perspectives on professional learning. (pp. 33-49) edited by Paul Hager, Alison Lee and Ann Reich. 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. Enabling Praxis: Challenges for Education. (pp. 149-170) edited by Stephen Kemmis and Tracey J. Smith. Amsterdam: Sense Publishers.

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

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

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

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

Journal Article

Conference Publication

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

    Other advisors:

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Principal Advisor

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • Doctor Philosophy — Associate Advisor

Completed Supervision