Specialisation: Literacy Education, Classroom Interaction, Disadvantage
Dr Peter Freebody specialises in literacy education and classroom interaction. He has most recently worked on the ways in which literacy demands become highly curriculum-specific as the secondary school years proceed. Other areas of expertise and interest include educational disadvantage and research methods in education.
Main Fields of Activity and Interest
- Literacy Education
- Analysing interactions in educational settings
Other Fields of Interest
- Research methods in Education
- Disadvantage and schooling
Main Teaching, Research and Administrative Posts
- Deputy Dean (Research), Centre for Research in Pedagogy and Practice, National Institute of Education, Singapore (2003 – 04)
- Lead Writer, Framework for the National English Curriculum (2008 – 09)
- Member, Literacy Research Panel, International Reading Association, Delaware, USA (2011-present)
- Professorial Research Fellow, Faculty of Education and Social Work, The University of Sydney (2006-2013)
Citation of Merit in Rresearch, Australian Literacy Education Association, 2013
W.S. Gray Citation of Merit, International Reading Association, 2014
Elected Lifetime Member, Primary English Teachers’ Association of Australia, 2014
Elected member, International Reading Hall of Fame, 2015
Freebody, P. (2017). Evidence and culture in the global literacy education competition – and other possibilities. In A. Lian, P. Kell, P. Black, & Lie, K-Y. (Eds.) Challenges in global learning: Dealing with education issues from an international perspective, (pp. 70-94). Cambridge, UK: Cambridge Scholars Publishing.
Freebody, P., Barton, G. & Chan, E. (2014). Literacy Education. In C. Leung & B.V. Street (Eds.) Handbook of English Language Studies, (pp. 419R10;434). London: Routledge.
Freebody, P. (2014). The arts and literacy, ‘amplified right’: Hearing and reading J.S. Bach. In G. Barton (Ed.) Literacy and the arts: retheorising learning and teaching, (pp. 269-286). Zurich, Switzerland: Springer International.
Freebody, P., Chan, E., & Barton, G. (2014). Curriculum as literate practice: Language and knowledge in the classroom. In K. Hall, T. Cremin, B. Comber & L. Moll (Eds.) International Handbook of research on children’s literacy, learning, and culture, (pp. 304-318). Oxford: Wiley-Blackwell.
Freebody, P. (2013). School knowledge in talk and writing: Taking ‘when learners know’ seriously. Linguistics and Education, 24, 64-74.
Freebody, P., Markauskaite, L., & Irwin, J. (2011). Knowledge and epistemology in scholarship, practice and policy: research-as-science and research-as-project. In L. Markauskaite, P. Freebody, & J. Irwin (Eds.) Methodological choice and design: Scholarship, Policy and practice in social and educational research. Dordrecht, The Netherlands: Springer Science (pp. 17-36).
Freebody, P (2010), Socially responsible literacy education: Toward an ‘organic relation’ to our place and time, in Literacy and Social Responsibility: Multiple Perspectives. F Christie and A Simpson (eds.). London: Equinox Publishers (pp 40 – 55)
Freebody, P (2010), Research methods in teaching and learning the English Language Arts: Methodological choices and policy, in Handbook of Research on Teaching the English Language Arts. D Lapp and D Fisher (eds.). New York: Routledge (pp 364 – 369)
Freebody, P (2008), Critical literacy education: On living with ‘innocent language’, in Encyclopaedia of language and education. B V Street and N H Hornberger (eds.). Heidelberg, Germany: springer Scientific (pp 107 – 119)
Freebody, P (2007), Literacy education in schools: Research perspectives from the past, for the future. Camberwell, Vic: Australian Council for Educational Research
Freebody, P and Freiberg, J (2006), Cultural Science and qualitative educational research: Work ‘in the first place’ on the morality of classroom life, in International Journal of Qualitative Studies in Education, Vol 19, 709 – 722
Freebody, P (2003), Qualitative Research in Education: Interaction and Practice. London: Sage Press (pp xiv + 234)