Dr Alison O'Grady

Program Director Combined Degrees : English Curriculum, Pedagogy and Practices 1-3, Creativity and Teacher Artistry

Member of Sydney Southeast Asia Centre

A35 - Education Building
The University of Sydney

Telephone +61 2 9351 7044

Curriculum vitae Curriculum vitae

Biographical details

Education
Doctor of Philosophy University of Sydney 2016
Master of Education–Educational Leadership Macquarie University 2006 Diploma of Education University of Sydney 1990
Bachelor of Arts Communication Charles Sturt University 1988
Employment
The University of Sydney 2009 to present Program Director Combined degrees
Scholarships and Awards Coordinator, Lecturer, English Curriculum Education, Creativity and Teacher Artistry, Pedagogy and Practices, International Professional Experience Mentor, FASS Academic Advisor- 2016 to present

Research interests

Area of Research
My research focuses on three intersecting and related areas; the role of empathy (Stein 1964) in creative pedagogy and its relationship to education, sociology, psychology (Verducci 2000) and teacher professional learning. My work explores the tensions regarding the areas of empathy, access and equity facilitated through creative practices and pedagogies. My theoretical model of empathy moves from passive modes to transformative praxis (Freire, 1994; Jefferson & Anderson 2017) in applied settings. I research in interdisciplinary spaces particularly in ways that creative pedagogies and theatre making can support and generate transformation in schools and other contexts, including in the Asia Pacific.

Teaching and supervision

Research Supervision
Current students:
Erin Kim Rich PhD. 2018 Co- supervisor Thomas De Angelis PhD 2019- Supervisor
Chris Dowd 2018- Med Co- supervisor
Vicki Papaefstathiou Honours 2019- Supervisor

Current projects

Creative Pedagogies of the History of War, with Associate Professor Julia Horne and Catherine L. Smyth. War and commemoration are now crucial themes in the Australian Curriculum for both primary and secondary students. This research investigates how creative pedagogy can transform historical knowledge of war and memorialisation, and through historical imagination and dramatic interactions can bridge different social and cultural contexts, cultivate empathy, perspective and an appreciation of other points of view.

Re-inventing the ‘gap year’: Establishing new forms of supportive communications between universities, regional students and parents. This project represents a collaborative effort by three widening participation equity practitioners and six researchers from The University of Sydney including myself, The University of Canberra and The University of Wollongong.

Investigating the transition from pre-service teacher education to entry into the teaching profession, with Associate Professor Jackie Manuel and Professor Robyn Ewing. Within this context and in light of the national and international research in the field, this FRSS funded project will investigate factors influencing the transition into the teaching profession for pre-service primary and secondary teachers completing the Master of Teaching (M/Teach) in the FASS School of Education and Social Work (SESW) in 2018-2019.

Dramatic Empathy: Etudes as Potentiality in Teacher Professional Learning. This program of research will explore different theoretical and practical understandings of empathy and its relationship to teacher professional learning.The research will provide critical perspectives of the role of empathy to promote change, reduce prejudice, and encourage a humane public imagination engendered and facilitated by teacher reflection.The research will comprise discussion, sharing of experience, performance- based approaches and also an investigation into the potential for empathy to be a newly framed pedagogic approach.

Associations

  • 2017-2019 Teacher Advisory Board. Sydney Theatre Company
  • 2017- 2016 Teacher Reference Group Australian Human Rights Commission
  • 2018 to present Member ACERN Australian Creativity in Education research Network
  • 2018 to present Member British Education Research Association
  • 2018 to present Member History Teachers Association
  • 2016 to present Member Australian Association for Research in Education
  • 2016 to present member American Literacy Association
  • 2016 to present Member ALEA Australian Literacy Education Association
  • 1993 to present Member English Teachers Association of NSW
  • 1992 -1997 Higher School Certificate Examiner NSW

Awards and honours

  • 2015 Faculty of Education and Social Work Excellence in Teaching Award

In the media

Selected Grants

2019 Re-inventing the ‘gap year’: Establishing new forms of supportive communicationsbetween universities, regional students and parents Three-year funding of $500 000 from the Department of Education NSW

2019 Investigating the transition from pre-service teacher education to entry into the teaching profession with Associate Professor Jackie Manuel and Professor Robyn Ewing $22 000 approx.

2018 FASS Research External Engagement Accelerator - When History Met Drama: Creative pedagogies and the history of war $8000.

2018 Sydney Women’s Mentoring Program internally funded participation

2018 SSHARC Huddle Funding - Putting human rights practice in the spotlight; Teacher artists and theatre makers making change $2000 approx.

2017 COMPACT Funding University of Sydney - Integrating Human Rights into Initial Teacher Education Teaching Pedagogy $28 000

2015-2016 Embodying historical consciousness: History and drama in schools: International Program Development Fund (IPDF); The University of Sydney $11000 with Associate Professor Kelly Freebody, Professor Michael Anderson, Ms Catherine Smyth.

Selected grants

2016

  • Words make things happen: Transforming Shakespeare in the English curriculum; Griffiths H, Curwood J, O'Grady A; DVC Education/Large Educational Innovation Grant.

Selected publications

Download citations: PDF RTF Endnote

Books

  • O'Grady, A. (1997). Brodie's notes on Hyllus Maris and Sonia Borg's Women of the sun. South Melbourne: Macmillan Education Australia.

Book Chapters

  • Freebody, K., O'Grady, A. (2019). Drama pedagogy in the teaching of history. In T. Allender, A. Clark & R. Parkes (Eds.), Historical thinking for history teachers: A new approach to engaging students and developing historical consciousness, (pp. 208-220). Sydney: Allen and Unwin.
  • O'Grady, A. (2018). Creative ideologies: Drama teachers and their ideological sensemaking. In L. R. de Bruin, P. Burnard, S. Davis (Eds.), Creativities in arts education, research and practice: International perspectives for the future of learning and teaching, (pp. 253-269). Leiden: Brill. [More Information]
  • O'Grady, A., Smyth, C. (2017). Finding Neverland: The affordances of play for teachers' knowledge work. In P. OConnor, C. Rozas Gomez (Eds.), Playing with possibilities, (pp. 156-170). Newcastle upon Tyne: Cambridge Scholars Publishing.

Journals

  • O'Grady, A. (2019). Understanding the world through the affordances of drama: Early career teacher perspectives. NJ-Drama Australia Journal, 43(1), 28-38. [More Information]
  • O'Grady, A. (2018). Embracing the past: Creatively using ceremonies of commemoration in classrooms. Teaching History, 52(3), 28-30.
  • Curwood, J., O'Grady, A. (2015). Answering the call: Reflections on professional learning and English teaching. English in Australia, 50(3), 31-34.

Other

  • O'Grady, A. (2018), Embracing the past: Creatively using millennials' growing interest in ceremonies of commemoration | EduResearch Matters 09/04/2018. [More Information]

2019

  • Freebody, K., O'Grady, A. (2019). Drama pedagogy in the teaching of history. In T. Allender, A. Clark & R. Parkes (Eds.), Historical thinking for history teachers: A new approach to engaging students and developing historical consciousness, (pp. 208-220). Sydney: Allen and Unwin.
  • O'Grady, A. (2019). Understanding the world through the affordances of drama: Early career teacher perspectives. NJ-Drama Australia Journal, 43(1), 28-38. [More Information]

2018

  • O'Grady, A. (2018). Creative ideologies: Drama teachers and their ideological sensemaking. In L. R. de Bruin, P. Burnard, S. Davis (Eds.), Creativities in arts education, research and practice: International perspectives for the future of learning and teaching, (pp. 253-269). Leiden: Brill. [More Information]
  • O'Grady, A. (2018). Embracing the past: Creatively using ceremonies of commemoration in classrooms. Teaching History, 52(3), 28-30.
  • O'Grady, A. (2018), Embracing the past: Creatively using millennials' growing interest in ceremonies of commemoration | EduResearch Matters 09/04/2018. [More Information]

2017

  • O'Grady, A., Smyth, C. (2017). Finding Neverland: The affordances of play for teachers' knowledge work. In P. OConnor, C. Rozas Gomez (Eds.), Playing with possibilities, (pp. 156-170). Newcastle upon Tyne: Cambridge Scholars Publishing.

2015

  • Curwood, J., O'Grady, A. (2015). Answering the call: Reflections on professional learning and English teaching. English in Australia, 50(3), 31-34.

1997

  • O'Grady, A. (1997). Brodie's notes on Hyllus Maris and Sonia Borg's Women of the sun. South Melbourne: Macmillan Education Australia.

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