Books

• Allan, J., Harwood, V. (2022). On the self: discourses of mental health and education. Cham: Palgrave Macmillan. [More Information]
• Harwood, V., Murray, N. (2019). The Promotion of Education: A Critical Cultural Social Marketing Approach. Cham: Palgrave Macmillan. [More Information]
• Harwood, V., Hickey-Moody, A., McMahon, S., O'Shea, S. (2017). The politics of widening participation and university access for young people: Making educational futures. Abingdon: Routledge. [More Information]
• Harwood, V., Allan, J. (2014). Psychopathology at School: Theorizing Mental Disorders in Education. London: Routledge. [More Information]
• Harwood, V. (2006). Diagnosing 'disorderly' children: A critique of behaviour disorder discourses. London: Routledge.

Edited Books

• Welch, A., Bagnall, N., Burns, K., Cuervo, H., Foley, D., Groundwater-Smith, S., Harwood, V., Low, R., Mockler, N., Proctor, H., Rawlings, V., Wood, J., et al (2022). Education, change and society (5th edition). Melbourne: Oxford University Press.
• Allan, J., Harwood, V., Jorgensen, C. (2019). World Yearbook of Education 2020: Schooling, governance and inequalities. Abingdon: Routledge. [More Information]
• Wright, J., Harwood, V. (2009). Biopolitics and the 'Obesity Epidemic': Governing Bodies. Abingdon: Routledge. [More Information]
• Blackmore, J., Wright, J., Harwood, V. (2006). RARE 6: Counterpoints on the quality and impact of educational research. Melbourne: Australian Association for Research in Education (AARE).

Book Chapters

• McKnight, A., McMahon, S., Harwood, V. (2024). Australian school students, teachers and AIME'S understanding of respect: 'Talking about the same thing but not speaking the same language'. In Guofang Li, Lore Van Praag, Paul Downes, Stephen Lamb (Eds.), The Routledge International Handbook of Equity and Inclusion in Education, (pp. 431-447). United States: Taylor and Francis. [More Information]
• Wood, J., Harwood, V. (2022). Social class and inequality. Education, change and society (5th edition), (pp. 111-143). Melbourne: Oxford University Press.
• Allan, J., Harwood, V., Jorgensen, C. (2020). Introduction. In J. Allan, V. Harwood & C. R. Jorgensen (Eds.), World Yearbook of Education 2020: Schooling, governance and inequalities, (pp. 1-8). Abingdon: Routledge. [More Information]
• Murray, N., Johnstone, A., McKnight, A., Daniels-Mayes, S., Harwood, V., McMahon, S. (2020). The relationships and connections behind three stories: Aboriginal students in higher degree research. In K. Trimmer, D. Hovan and P. Keskitalo (Eds.), Indigenous postgraduate education: Intercultural perspectives, (pp. 201-214). Charlotte, NC: Information Age Publishing.
• Daniels-Mayes, S., Harwood, V., Murray, N. (2019). On Settler Notions of Social Justice: The Importance of Disrupting and Displacing Colonising Narratives. In K. Freebody, S. Goodwin, H. Proctor (Eds.), Higher Education, Pedagogy and Social Justice: Politics and Practice, (pp. 37-54). Cham: Palgrave Macmillan. [More Information]
• Daniels-Mayes, S., Harwood, V., Murray, N. (2019). Saying NO to niceness: Innovative, progressive and transformative inclusive education with Australian Aboriginal students. In M. J. Schuelka, C. J. Johnstone, G. Thomas, A. J. Artiles (Eds.), The SAGE Handbook of Inclusion and Diversity in Education, (pp. 542-556). London: Sage. [More Information]
• Harwood, V., Allan, J. (2018). Medicalising the behaviour of children in disadvantaged contexts: Challenges from the field. In B. Boufoy-Bastick & L. D. Cook (Eds.), International cultures of educational inclusion, (pp. 123-140). Strasbourg: Analytrics.
• Hickey-Moody, A., Harwood, V. (2018). Technologies of orientation: Pathways, futures. In Liam Grealy, Catherine Driscoll, Anna Hickey-Moody (Eds.), Youth, Technology, Governance, Experience: Adults Understanding Young People, (pp. 158-174). Oxon: Routledge. [More Information]
• Allan, J., Harwood, V. (2017). Risking diagnosis? Race, class and gender in the psychopathologization of behaviour disorder. In J. Allan and A. J. Artiles (Eds.), World yearbook of education 2017: Assessment inequalities, (pp. 91-103). Abingdon OXON: Routledge.
• McMahon, S., Hickey-Moody, A., Harwood, V. (2016). Challenging the myth that 'the parents don't care': family teachings about education for 'educationally disengaged' young people. In S. Dagkas & L. Burrows (Eds.), Families, young people, physical activity and health: Critical perspectives, (pp. 41-56). Abingdon, Oxon and New York: Routledge.
• McMahon, S., Harwood, V. (2016). Confusions and conundrums during final practicum: A study of preservice teachers' knowledge of challenging behaviour. In E. Bendix Petersen & Z. Millei (Eds.), Interrupting the Psy-Disciplines in Education, (pp. 145-166). London: Palgrave Macmillan. [More Information]
• Garner, A., Harwood, V., Jones, S. (2016). Discourses of autism on film: An analysis of memorable images that create definition. In Michelle O’Reilly and Jessica Nina Lester (Eds.), The Palgrave Handbook of Adult Mental Health, (pp. 151-166). Basingstoke: Palgrave Macmillan. [More Information]
• Hickey-Moody, A., Harwood, V., McMahon, S. (2016). Feeling futures: The embodied imagination and intensive time. In Derek Bland (Eds.), Imagination for inclusion: Diverse contexts of educational practice, (pp. 128-140). Abingdon: Routledge. [More Information]
• Allan, J., Harwood, V. (2016). The risk factors for psy-diagnosis? Gender, racialization and social class. In E. Bendix Petersen & Z. Millei (Eds.), Interrupting the Psy-Disciplines in Education, (pp. 185-202). London: Palgrave Macmillan. [More Information]
• McMahon, S., Wright, J., Harwood, V. (2015). Concept mapping: Is it a useful method when there is no 'correct' knowledge on the topic? In Lisa Kervin, Samantha McMahon, Sarah OShea & Valerie Harwood (Eds.), Digital storytelling : capturing the stories of mentors in Australian indigenous mentoring experience. London, England: Sage. [More Information]
• Harwood, V. (2015). Leaving Melancholia: Disruptive Mood Dysregulation Disorder. In M. OReilly and J.N. Lester (Eds.), The Palgrave Handbook of Child Mental Health, (pp. 75-193). Basingstoke: Palgrave Macmillan. [More Information]
• Harwood, V. (2015). Neither good nor useful: Looking ad vivum in children's assessments of fat and healthy bodies. In J. Wright & V. Harwood (Eds.), The impact of new health imperatives on educational policy and schooling. New York: Routledge.
• O'Shea, S., Chandler, P., Harwood, V., McMahon, S., Priestly, A., Bodkin-Andrews, G. (2014). AIME and the University of Wollongong. In National Centre for Student Equity in Higher Education [NCSEHE] (Eds.), Partnerships in education, (pp. 62-64). Perth, W.A.: NCSEHE. [More Information]
• Kervin, L., McMahon, S., O'Shea, S., Harwood, V. (2014). Digital storytelling: Capturing the stories of mentors in Australian Indigenous Mentoring Experience. In Lisa Kervin, Samantha McMahon, Sarah OShea & Valerie Harwood (Eds.), Digital storytelling : capturing the stories of mentors in Australian indigenous mentoring experience. London, England: Sage. [More Information]
• Harwood, V., McMahon, S. (2014). Medicalization in schools. In L. Florian (Eds.), The SAGE Handbook of Special Education (2nd ed.), (pp. 915-930). London: Sage. [More Information]
• Bodkin-Andrews, G., Harwood, V., McMahon, S., Priestly, A. (2013). AIM(E) for completing school and university: Analysing the strength of the Australian Indigenous Mentoring Experience. In Rhonda G. Craven, Janet Mooney (Eds.), Seeding Success in Indigenous Australian Higher Education (volume 14), (pp. 113-134). Bingley, UK: Emerald Group Publishing Ltd. [More Information]
• Harwood, V. (2012). Disorderly. In S. Talburt and N. Lesko (Eds.), Keywords in Youth Studies: Tracing Affects, Movements, Knowledges, (pp. 116-120). New York: Routledge. [More Information]
• Harwood, V. (2012). Theorizing Biopedagogies. In J. Wright and V. Harwood (Eds.), Biopolitics and the 'Obesity Epidemic': Governing Bodies, (pp. 15-30). Abingdon: Routledge. [More Information]
• Harwood, V. (2010). The new outsiders: ADHD and disadvantage. In L. J. Graham (Eds.), (De)Constructing ADHD: Critical guidance for teachers and teacher educators, (pp. 119-142). New York: Peter Lang.
• Hickey-Moody, A., Rasmussen, M., Harwood, V. (2008). How to be a Real Lesbian: The Pink Sofa and Some Fictions of Identity. In S Driver (Eds.), Queer Youth Cultures, (pp. 123-138). New York: State University of New York Press.
• Harwood, V., Humphry, N. (2008). Taking exception: Discourses of exceptionality and the invocation of the 'ideal'. In Susan Gabel and Scot Danforth (Eds.), Disability & The Politics of Education: An international reader, (pp. 371-383). USA: Peter Lang Publishing.
• Rasmussen, M., Mitchell, J., Harwood, V. (2007). The queer story of the heterosexual questionnaire. In N. M. Rodriguez & W. F. Pinar (Eds.), Queering straight teachers: Discourse and identity in education. New York: Peter Lang.
• Harwood, V. (2005). Behavior disorders and LGBT youth. In James T Sears (Eds.), Youth, education, and sexualities: An international encyclopedia, (pp. 79-81). Westport, Conn: Greenwood Press.
• Harwood, V. (2005). Youth culture. In James T Sears (Eds.), Youth, education, and sexualities: An international encyclopedia, (pp. 912-916). Westport, Conn: Greenwood Press.
• Harwood, V., Rasmussen, M. (2004). Studying schools with an "ethics of discomfort". In B. M. Baker & K. E. Heyning (Eds.), Dangerous coagulations? The uses of Foucault in the study of education, (pp. 305-321). New York: Peter Lang.
• Harwood, V. (2004). Subject to scrutiny: Taking Foucauldian genealogies to narratives of youth oppression. In M. L. Rasmussen, E. Rofes & S. Talburt (Eds.), Youth and sexualities: Pleasure, subversion, and insubordination in and out of schools, (pp. 85-107). New York: Palgrave Macmillan.

Journals

• Clapham, K., Senior, K., Longbottom, M., Harwood, V., Fredericks, B., Bessarab, D., Kelly, P., Haynes, B., Sheppeard, F., Wellington, K. (2024). Seeing Jigamy; using an arts-based method to explore the meaning of place for an aboriginal community controlled organisation on the South Coast of NSW. Wellbeing, Space and Society, 6(January 2024), 100191. [More Information]
• Clapham, K., Kelly, P., Senior, K., Longbottom, M., Bessarab, D., Fredericks, B., Harwood, V., Sheppeard, F., Haynes, B., Wellington, K. (2024). Shifting sands: Indigenous conceptions of health and place in fragile times. Health & Place, 89, 103308. [More Information]
• Allan, J., Harwood, V. (2023). Approaching the self: alternative perspectives of a selfwork in education. International Journal of Qualitative Studies in Education, Online. [More Information]
• McMahon, S., Stacey, M., Harwood, V., Labib, N., Wong, A., Daniels-Mayes, S. (2022). Exploring students' metaphors for learning in Western Sydney schools. Critical Studies in Education, Online first. [More Information]
• Burgess, C., Thorpe, K., Egan, S., Harwood, V. (2022). Learning from Country to conceptualise what an Aboriginal curriculum narrative might look like in education. Curriculum Perspectives, 42(2), 157-169. [More Information]
• Burgess, C., Thorpe, K., Egan, S., Harwood, V. (2022). Towards a conceptual framework for Country-centred teaching and learning. Teachers and Teaching: theory and practice, Online first. [More Information]
• Burgess, C., Harwood, V. (2021). Aboriginal cultural educators teaching the teachers: Mobilisng a collaborative cultural mentoring program to affect change. Australian Educational Researcher, Online first. [More Information]
• Clapham, K., Hasan, H., Fredericks, B., Bessarab, D., Kelly, P., Harwood, V., Senior, K., Longbottom, M., Dale, E. (2021). Digital support for Indigenous research methodologies. Australasian Journal of Information Systems, 25, 1-21. [More Information]
• McKnight, A., Harwood, V., McMahon, S., Priestly, A., Trindorfer, J. (2020). 'No shame at AIME': Listening to Aboriginal philosophy and methodologies to theorise shame in educational contexts. The Australian Journal of Indigenous Education, 49(1), 46-56. [More Information]
• Harwood, V., Murray, N. (2020). Respecting Aboriginal parents' involvement in their children's learning. Educacao & Realidade, 45(2), 1-19. [More Information]
• Harwood, V., Murray, N. (2019). Strategic discourse production and parent involvement: including parent knowledge and practices in the Lead My Learning campaign. International Journal of Inclusive Education, 23(4), 353-368. [More Information]
• Harwood, V., McMahon, S. (2018). Amidst the reign of behaviour and disorder: Recalling schools as problems. Journal of Historical Sociology, 31(2), 182-195. [More Information]
• Youdell, D., Harwood, V., Lindley, M. (2018). Biological sciences, social sciences and the languages of stress. Discourse: Studies in the Cultural Politics of Education, 39(2), 219-241. [More Information]
• Harwood, V. (2018). Foucault as educator (book review). British Journal of Sociology of Education, 39(8), 1226-1228. [More Information]
• Harwood, V., Jones, S., Bonney, A., McMahon, S. (2017). Heroic struggles, criminals and scientific breakthroughs: ADHD and the medicalization of child behaviour in Australian newsprint media 1999-2009. International Journal of Qualitative Studies on Health and Well-Being, 12(Sup 1), 1999-2009. [More Information]
• McMahon, S., Harwood, V., Bodkin-Andrews, G., O'Shea, S., McKnight, A., Chandler, P., Priestly, A. (2017). Lessons from the AIME approach to the teaching relationship: valuing biepistemic practice. Pedagogy, Culture and Society, 25(1), 43-58. [More Information]
• McMahon, S., Harwood, V., Hickey-Moody, A. (2016). 'Students that just hate school wouldn't go': educationally disengaged and disadvantaged young people's talk about university education. British Journal of Sociology of Education, 37(8), 1109-1128. [More Information]
• O'Shea, S., McMahon, S., Priestly, A., Bodkin-Andrews, G., Harwood, V. (2016). 'We are history in the making and we are walking together to change things for the better': Exploring the flows and ripples of learning in a mentoring programme for Indigenous young people. Education as Change, 20(1), 59-84. [More Information]
• Uptin, J., Wright, J., Harwood, V. (2016). Finding education: Stories of how young former refugees constituted strategic identities in order to access school. Race Ethnicity and Education, 19(3), 598-617. [More Information]
• O'Shea, S., Lysaght, P., Roberts, J., Harwood, V. (2016). Shifting the blame in higher education - social inclusion and deficit discourses. Higher Education Research and Development, 35(2), 322-336. [More Information]
• Garner, A., Jones, S., Harwood, V. (2015). Authentic representations or stereotyped 'outliers': using the CARS2 to assess film portrayals of Autism Spectrum Disorders. International Journal of Culture and Mental Health, 8(4), 414-425. [More Information]
• Priestly, A., Lynch, M., Wallace, C., Harwood, V. (2015). Pathways to success: AIME's educational mentoring model. Learning Communities: international journal of learning in social contexts, 17, 44-53. [More Information]
• Harwood, V., McMahon, S., O'Shea, S., Bodkin-Andrews, G., Priestly, A. (2015). Recognising aspiration: the AIME program's effectiveness in inspiring Indigenous young people's participation in schooling and opportunities for further education and employment. Australian Educational Researcher, 42(2), 217-236. [More Information]
• Harwood, V., Muller, J., Olssen, M. (2014). Foucault, power, and education (book review). British Journal of Sociology of Education, 35(6), 933-945. [More Information]
• Allan, J., Harwood, V. (2014). Medicus Interrupts in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education, 35(3), 413-431. [More Information]
• Uptin, J., Wright, J., Harwood, V. (2013). 'It felt like i was a black dot on white paper': examining young former refugees' experience of entering Australian high schools. Australian Educational Researcher, 40(1), 125-137. [More Information]
• O'Shea, S., Harwood, V., Kervin, L., Humphry, N. (2013). Connection, Challenge, and Change: The Narratives of University Students Mentoring Young Indigenous Australians. Mentoring and Tutoring: Partnership in Learning, 21(4), 392-411. [More Information]
• Harwood, V., Rasmussen, M. (2013). Practising Critique, Attending to Truth: The pedagogy of discriminatory speech. Educational Philosophy and Theory, 45(8), 874-884. [More Information]
• Harwood, V., O' Shea, S., Uptin, J., Humphry, N., Kervin, L. (2013). Precarious education and the university: Navigating the silenced borders of participation. International Journal on School Disaffection, 10(2), 23-44.
• Harwood, V. (2012). Neither good nor useful: Looking ad vivum in children's assessments of fat and healthy bodies. Discourse: Studies in the Cultural Politics of Education, 33(5), 693-711. [More Information]
• Harwood, V., Wright, J. (2012). Policy, schools and the new health imperatives. Discourse: Studies in the Cultural Politics of Education, 33(5), 611-615. [More Information]
• Harwood, V. (2011). Connecting the dots: Threat assessment, depression and the troubled student. Curriculum Inquiry, 41(5), 586-609. [More Information]
• Graham, L., Harwood, V. (2011). Developing capabilities for social inclusion: Engaging diversity through inclusive school communities. International Journal of Inclusive Education, 15(1), 135-152. [More Information]
• Harwood, V. (2010). Mobile asylums: Psychopathologisation as a personal, portable psychiatric prison. Discourse: Studies in the Cultural Politics of Education, 31(4), 437-451. [More Information]
• Harwood, V. (2010). Political acts? Toward the recuperation of opinion. Educational Theory, 60(1), 117-128. [More Information]
• Harwood, V. (2010). The place of imagination in inclusive pedagogy: Thinking with Maxine Greene and Hannah Arendt. International Journal of Inclusive Education, 14(4), 357-369. [More Information]
• Jones, S., Harwood, V. (2009). Representations of autism in Australian print media. Disability and Society, 24(1), 5-18. [More Information]
• Rasmussen, M., Harwood, V. (2009). Young people, education and unlawful non?citizenship: spectral sovereignty and governmentality in Australia. Globalisation, Societies and Education, 7(1), 5-22. [More Information]
• Harwood, V., Rasmussen, M. (2007). Scrutinizing sexuality and psychopathology: a Foucauldian inspired strategy for qualitative data analysis. International Journal of Qualitative Studies in Education, 20(1), 31-50. [More Information]
• Harwood, V. (2005). In good conscience. Curriculum Perspectives, 25(3), 62-64.
• Harwood, V. (2004). Telling truths: Wounded truths and the activity of truth telling. Discourse: Studies in the Cultural Politics of Education, 25(4), 467-476. [More Information]
• Harwood, V. (2003). Methodological Insurrections: The strategic value of subjugated knowledges for disrupting Conduct Disorder. Melbourne Studies in Education, 44(1), 45-61.
• Rasmussen, M., Harwood, V. (2003). Performativity, youth and injurious speech. International Journal of Phytoremediation, 21(1), 25-36. [More Information]
• Harwood, V. (2003). Subjugation and disqualification: Critiquing the discourses of psychopathological behaviour used in education. Melbourne Studies in Education, 44(1), 45-61. [More Information]
• Harwood, V. (2001). Foucault, narrative and the subjugated subject: Doing research with a grid of sensibility. Australian Educational Researcher, 28, 141-166. [More Information]

Edited Journals

• Hickey-Moody, A., Edwards, J., Harwood, V., Kumar, M., Rasmussen, M. (2003). Special Issue: Inclusive Methodologies for Educational Inquiry. Melbourne Studies in Education, 44(1).

Web based exhibition

• McMahon, S., Harwood, V., O'Grady, A., Smyth, C., Labib, N., Brownlee, P., Freeborn, A., Richards, T., Roberts, E., Kelly, G., et al (2019). Gap Year Guide. Australia: ASTAR. [More Information]

Magazine / Newspaper Articles

• O' Shea, S., Chandler, P., Harwood, V. (2015). Getting students into uni is one thing, but how to keep them there? The Conversation. [More Information]

Reference Works

• McMahon, S., Harwood, V. (2016). Foucauldian archaeological analyses. In G. Ritzer (Eds.), The Blackwell Encyclopedia of Sociology (2nd ed.). London: Wiley-Blackwell Publishing. [More Information]

Other

• Murray, N., Harwood, V. (2016), The importance of Aboriginal Protocols in promoting educational futures. [More Information]

Research Reports

• Clapham, K., Harwood, V., Sheppeard, F., Wellington, K. (2022). Evaluation of the Ngaramura "See the Way" Program - Community Report, Australia: Ngarruwan Ngadju First Peoples Health & Wellbeing Research Centre, Australian Health Services Research Institute, University of Wollongong. [More Information]
• Clapham, K., Harwood, V., Sheppeard, F. (2022). Evaluation of the Ngaramura Program – Final Report to the Coomaditchie United Aboriginal Corporation, Australia: Ngarruwan Ngadju First Peoples Health & Wellbeing Research Centre, Australian Health Services Research Institute, University of Wollongong. [More Information]
• McMahon, S., Harwood, V., O'Grady, A., Smyth, C., Labib, N., Brownlee, P., Freeborn, A., Richards, T., Roberts, E., Roberts, P., et al (2022). Re-inventing the 'gap year': Establishing new forms of supportive communications between universities, regional students and parents, Australia: .
• O'Shea, S., Harwood, V., Howard, S., Cliff, K., Delahunty, J. (2016). Evaluation Report 2015: Investigating the effectiveness of the In2Uni Year 12 University Preparation Program, Australia: Faculty of Social Sciences, University of Wollongong. [More Information]
• Clapham, K., Winch, S., Harwood, V., Kelly, P., Chandler, P., Senior, K., Wu, D. (2015). Illawarra Aboriginal community profile: A snapshot of an Urban Aboriginal community, Australia: University of Wollongong. [More Information]
• Harwood, V., Harwood, V., O'Shea, S., O'Shea, S., Clapham, K., Clapham, K., Wright, J., Wright, J., Kervin, L., Kervin, L., Humphry, N., Humphry, N., McMahon, S., McMahon, S., Hogan, M., Hogan, M., Bodkin-Andrews, G., Bodkin-Andrews, G. (2013). Final Report: Evaluation of the AIME Outreach Program, (pp. 1 - 124). Wollongong, Australia: University of Wollongong. [More Information]