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
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)