Dr Andrew Hickey is Lecturer in Cultural Studies and Social Theory in the Faculty of Education at the University of Southern Queensland, Australia.

(See my biography page for more information).


Publications:
Autoethnography and Teacher Development

This paper explores the application and potential of autoethnographic research techniques in a teacher-educator professional development context.

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Signing the School in Neoliberal Times: The Public Pedagogy of being Pedagogically Public

This paper discusses the types of messages conveyed by schools as they embrace neoliberalist senses of themselves as economic rather than pedagogical units

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Digitally Democratizing the New Ethnographic Endeavour: Getting Thicker Around the Geertz?

This paper explores the application of various 'commonplace' digital technologies in ethnograhic research. Emphasis is given to the democratising potential these technologies present in the research process.

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Critical Pedagogical Practice through Cultural Studies

This paper explores the emancipatory potential of critical pedagogical activity in a suite of cultural studies courses in an initial teacher education program.

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Visible Whiteness: Coming to Terms with White Racial Identities

This paper will work through experiences from middle-school students' engagement of issues of racial difference and offer an insight into the development of a critical citizenry of race.

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Working Visually in Community Identity Ethnography

This paper discusses some of the techniques of visual data gathering and analysis utilised in a project of community racial representation auditing.

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Repatriating Race: Exorcising Ethno-exclusion

This presentation describes and analyses the structure, content and effects of racial/ethnic awareness education programs with pre-service teachers and middle (secondary) school students in an Australian context

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Knowledges and Knowing: Indigenous and Alternative Knowledges and the Western Canon

This paper will explore some of the key tenets of recent writing in the engagement of ‘indigenous’ and ‘alternative’ knowledge systems in terms of ‘border’ theory.

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Incorporating Indigenous Knowledge into the Curriculum: Responses of Science Teacher Educators

This paper presents the views of a group of science teacher educators on proposals to incorporate indigenous knowledge into the Australian National Science curriculum

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