Dr Josephine Fleming

BA(ANU), MA(research)(UQ), PhD(Sydney)
Lecturer Digital and Youth Culture
Research Manager, The Role of Arts Education in Academic Motivation, Engagement and Achievement

A35 - Education Building
The University of Sydney

Telephone +61 2 9351 2608
Fax +61 2 9351 4580

Website Contact details

Biographical details

My PhD is in comparative and continuing higher education. The research examined three university continuing and professional education units in Sydney, Washington DC and Hong Kong. The thesis focussed on the status of these units within their universities. In particular my research explored the notion of the periphery as an innovative and developmental space and as a marginalised space.

My current area of research combines comparative and arts education, following a long professional background as a practitioner, writer and teacher in the performing arts. I have worked on two large national ARC research projects focused on arts education, TheatreSpace: Accessing the Cultural Conversation with Professors Robyn Ewing & Michael Anderson and academics from the University of Melbourne and Griffith University and The Role of Arts Education in Academic Motivation, Engagement and Achievement, with Professors Andrew Martin & Michael Anderson and Associate Professor Robyn Gibson. I am also investigating attitudes towards arts education within Australia and am particularly interested in the responsiveness of arts education to the cultural diversity of contemporary Australia.

I lecture and teach in youth digital culture, actively engaging with developing technologies and literacies from a global perspective. I am focused on leveraging the diverse backgrounds of the University’s student population to explore youth digital culture in ways that engage, excite and extend the knowledge of students and teachers.

Much of my academic work has been based in case study research, using multiple data sources, primarily qualitative but also quantitative. I have used computer assisted analysis software extensively and have taught the use of the software program NVivo to postgraduate students and academics across the University, including the Faculty of Education and Social Work, the School of Psychology and the Faculty of Social Sciences.

Research interests

Keywords: Arts Education, Creativity, Comparative Education, Digital Youth Culture, Continuing Higher Education,

Teaching and supervision

Co-ordinator: EDGU1002 Digital and Youth Culture & OLET1133 An Introduction to Critical Reflection

Current projects

The Contribution of Becoming Reflective on the Employability of Teachers and Social Workers (OLT) (Reserch Associate)

Authenticity in Assessment (2017 Compact Funding)

Selected grants

2018

  • Introduction to qualitative data analysis; Mockler N, Fleming J; DVC Education/Small Educational Innovation Grant.

2014

  • The Arts Unit Evaluation and Research; Anderson M, Ewing R, Fleming J; NSW Department of Education and Communities/Research Support.

Selected publications & creative works

Download citations: PDF RTF Endnote

Edited Books

  • Fleming, J., Gibson, R., Anderson, M. (2016). How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy. Abingdon: Routledge. [More Information]

Book Chapters

  • Gibson, R., Fleming, J. (2016). Arts and cultural policy in Australia: An overview. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 39-47). Abingdon: Routledge. [More Information]
  • Fleming, J. (2016). Arts education and school leadership: A case study. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 186-204). Abingdon: Routledge.
  • Anderson, M., Fleming, J., Gibson, R. (2016). Introduction. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 1-10). Abingdon: Routledge. [More Information]
  • Fleming, J., Mansour, M. (2016). Reading the intersection of combined quantitative and qualitative approaches. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 70-86). Abingdon: Routledge.
  • Munday, C., Fleming, J. (2016). The drama classroom: The practices of learning within community. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 151-168). Abingdon: Routledge.
  • Gibson, R., Anderson, M., Fleming, J. (2016). The qualitative findings: Quality arts pedagogy. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 106-120). Abingdon: Routledge.
  • Gibson, R., Fleming, J., Burnard, P., Pierce, E., Seidel, S., Valdez, J., Belliveau, G., Wales, P., Lum, C. (2016). The role of teaching frameworks: International perspectives on policy and arts education research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 227-248). Abingdon: Routledge.
  • Anderson, M., Gibson, R., Fleming, J. (2016). Where to from here? Implications for future research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 291-298). Abingdon: Routledge.
  • Fleming, J., Ewing, R., Hughes, J. (2014). The industry partners' perceptions. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 99-114). Dordrecht: Springer. [More Information]
  • Anderson, M., Fleming, J. (2014). The TheatreSpace project, its partners and its purposes. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 17-29). Dordrecht: Springer. [More Information]
  • Ewing, R., Fleming, J., Burton, B., Stinson, M. (2014). Young Audiences from the Educators' Perspective. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 83-97). Dordrecht: Springer. [More Information]
  • Bundy, P., Ewing, R., Fleming, J. (2013). Drama and the Audience: Transformative Encounters in TheatreSpace. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 145-158). London: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
  • Lee, W., Fleming, J. (2012). The Institutionalisation of Lifelong Learning in Australia, Hong Kong and the United States: A Bridge to the Community or a Competitor to the University? In Aspin, D.N.; Chapman, J.; Evans, K.; Bagnall, R (Eds.), Second International Handbook of Lifelong Learning, (pp. 349-374). London: Springer.

Journals

  • Fleming, J., Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2016). Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education, 46(4), 435-453. [More Information]
  • Gibson, R., Fleming, J., Anderson, M., Martin, A., Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal for Arts Education, 14(1), 1-27.
  • Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
  • Gibson, R., Fleming, J. (2014). The creative turn: Towards a new aesthetic imaginary (Book review). International Journal of Education through Art, 11(1), 171-173.
  • Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
  • Fleming, J. (2013). The expanded developmental periphery: framing the institutional role of university continuing education units. International Journal of Lifelong Education, 32(3), 335-352. [More Information]
  • Fleming, J., Mahalinga-Iyer, R., Shortis, M., Vathaluru, H., Xing, K., Moulton, B. (2012). Biomedical engineering curricula: Trends in Australia and abroad. World Transactions on Engineering and Technology Education, 10(1), 23-28.
  • Fleming, J. (2012). Examining affiliation between institutional core and periphery. International Journal of Continuing Education and Lifelong Learning, 5(1), 143-158.
  • Bundy, P., Donelan, K., Ewing, R., Fleming, J., Stinson, M., Upton, M. (2012). Talking about liveness: responses of young people in the TheatreSpace project. NJ-Drama Australia Journal, 36, 15-26. [More Information]
  • Fleming, J., Iyer, M., Shortis, M., Vuthaluru, H., Xing, K., Moulton, B. (2010). Employers' perceptions regarding graduates of engineering dual degrees. World Transactions on Engineering and Technology Education, 8(3), 277-282.

Conferences

  • Anderson, M., Gibson, R., Fleming, J. (2014). Role of Arts education in academic motivation, engagement and achievement: Key findings. Thinking forward - Entanglement and Innovation in Australian Arts Education Research (UNESCO Arts Education Week), Queensland University of Technology, Brisbane, 22 May.
  • Fleming, J. (2009). The tolerance for ambiguity: Exploring relationships between academic heartland and periphery. Entering the Age of an Educational Renaissance: Ideas for unity of purpose or further discord Conference proceedings of the 37th Annual Conference of the Australia and New Zealand Comparative and International Education Society (ANZCIES), Armidale: University of New England - Australian &​ New Zealand Comparative &​ International Education Society (ANZCIES).
  • Fleming, J. (2008). Blurring the boundaries: Knowledge provision in continuing higher education. 37th Philosophy of Education Society of Australasia (PESA) Annual Conference: The ownership and dissemination of knowledge, QUT, Brisbane: Philosophy of Education Society of Australasia.

Textual Creative Works

  • Fleming, J. (2015). Eating beauty: Social science, clothing moths and disappearing threads. R. Gibson (Ed.), The memory of clothes, (pp. 53 - 56). Rotterdam, Netherlands: Sense Publishers.

Magazine / Newspaper Articles

  • Fleming, J., Gibson, R., Martin, A., Anderson, M., Sudmalis, D. (2014). The benefits for students of arts participation (in press). Leadership in Focus.

Report

  • Anderson, M., Fleming, J. (2013). Review of the Warhorse Learning Program (Australia).
  • Martin, A., Anderson, M., Gibson, R., Sudmalis, D., Liem, G., Fleming, J., Mansour, M., Munday, C. (2013). The Role of Arts Education in Academic Motivation, Engagement and Achievement: Report to the Australia Council for the Arts.
  • Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012).

2016

  • Gibson, R., Fleming, J. (2016). Arts and cultural policy in Australia: An overview. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 39-47). Abingdon: Routledge. [More Information]
  • Fleming, J. (2016). Arts education and school leadership: A case study. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 186-204). Abingdon: Routledge.
  • Fleming, J., Gibson, R., Anderson, M., Martin, A., Sudmalis, D. (2016). Cultivating imaginative thinking: Teacher strategies used in high-performing arts education classrooms. Cambridge Journal of Education, 46(4), 435-453. [More Information]
  • Fleming, J., Gibson, R., Anderson, M. (2016). How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy. Abingdon: Routledge. [More Information]
  • Anderson, M., Fleming, J., Gibson, R. (2016). Introduction. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 1-10). Abingdon: Routledge. [More Information]
  • Fleming, J., Mansour, M. (2016). Reading the intersection of combined quantitative and qualitative approaches. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 70-86). Abingdon: Routledge.
  • Munday, C., Fleming, J. (2016). The drama classroom: The practices of learning within community. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 151-168). Abingdon: Routledge.
  • Gibson, R., Anderson, M., Fleming, J. (2016). The qualitative findings: Quality arts pedagogy. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 106-120). Abingdon: Routledge.
  • Gibson, R., Fleming, J., Burnard, P., Pierce, E., Seidel, S., Valdez, J., Belliveau, G., Wales, P., Lum, C. (2016). The role of teaching frameworks: International perspectives on policy and arts education research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 227-248). Abingdon: Routledge.
  • Anderson, M., Gibson, R., Fleming, J. (2016). Where to from here? Implications for future research. In Josephine Fleming, Robyn Gibson, Michael Anderson (Eds.), How Arts Education Makes a Difference: Research examining successful classroom practice and pedagogy, (pp. 291-298). Abingdon: Routledge.

2015

  • Fleming, J. (2015). Eating beauty: Social science, clothing moths and disappearing threads. R. Gibson (Ed.), The memory of clothes, (pp. 53 - 56). Rotterdam, Netherlands: Sense Publishers.
  • Gibson, R., Fleming, J., Anderson, M., Martin, A., Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal for Arts Education, 14(1), 1-27.

2014

  • Fleming, J., Ewing, R., Anderson, M., Klieve, H. (2014). Reimagining the wheel: The implications of cultural diversity for mainstream theatre programming in Australia. Theatre Research International, 39(2), 133-148. [More Information]
  • Anderson, M., Gibson, R., Fleming, J. (2014). Role of Arts education in academic motivation, engagement and achievement: Key findings. Thinking forward - Entanglement and Innovation in Australian Arts Education Research (UNESCO Arts Education Week), Queensland University of Technology, Brisbane, 22 May.
  • Fleming, J., Gibson, R., Martin, A., Anderson, M., Sudmalis, D. (2014). The benefits for students of arts participation (in press). Leadership in Focus.
  • Gibson, R., Fleming, J. (2014). The creative turn: Towards a new aesthetic imaginary (Book review). International Journal of Education through Art, 11(1), 171-173.
  • Fleming, J., Ewing, R., Hughes, J. (2014). The industry partners' perceptions. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 99-114). Dordrecht: Springer. [More Information]
  • Anderson, M., Ewing, R., Fleming, J. (2014). The role of family in young people's theatre attendance. Youth Theatre Journal, 28(1), 61-73. [More Information]
  • Anderson, M., Fleming, J. (2014). The TheatreSpace project, its partners and its purposes. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 17-29). Dordrecht: Springer. [More Information]
  • Ewing, R., Fleming, J., Burton, B., Stinson, M. (2014). Young Audiences from the Educators' Perspective. In John OToole, Ricci-Jane Adams, Michael Anderson, Bruce Burton, Robyn Ewing (Eds.), Young audiences, theatre and the cultural conversation, (pp. 83-97). Dordrecht: Springer. [More Information]

2013

  • Bundy, P., Ewing, R., Fleming, J. (2013). Drama and the Audience: Transformative Encounters in TheatreSpace. In Michael Anderson and Julie Dunn (Eds.), How Drama Activates Learning: Contemporary Research and Practice, (pp. 145-158). London: Bloomsbury Academic, imprint of Bloomsbury. [More Information]
  • Anderson, M., Fleming, J. (2013). Review of the Warhorse Learning Program (Australia).
  • Fleming, J. (2013). The expanded developmental periphery: framing the institutional role of university continuing education units. International Journal of Lifelong Education, 32(3), 335-352. [More Information]
  • Martin, A., Anderson, M., Gibson, R., Sudmalis, D., Liem, G., Fleming, J., Mansour, M., Munday, C. (2013). The Role of Arts Education in Academic Motivation, Engagement and Achievement: Report to the Australia Council for the Arts.

2012

  • Fleming, J., Mahalinga-Iyer, R., Shortis, M., Vathaluru, H., Xing, K., Moulton, B. (2012). Biomedical engineering curricula: Trends in Australia and abroad. World Transactions on Engineering and Technology Education, 10(1), 23-28.
  • Fleming, J. (2012). Examining affiliation between institutional core and periphery. International Journal of Continuing Education and Lifelong Learning, 5(1), 143-158.
  • Bundy, P., Donelan, K., Ewing, R., Fleming, J., Stinson, M., Upton, M. (2012). Talking about liveness: responses of young people in the TheatreSpace project. NJ-Drama Australia Journal, 36, 15-26. [More Information]
  • Lee, W., Fleming, J. (2012). The Institutionalisation of Lifelong Learning in Australia, Hong Kong and the United States: A Bridge to the Community or a Competitor to the University? In Aspin, D.N.; Chapman, J.; Evans, K.; Bagnall, R (Eds.), Second International Handbook of Lifelong Learning, (pp. 349-374). London: Springer.
  • Adams, R., Anderson, M., Bundy, P., Donelan, K., Ewing, R., Fleming, J., O'Toole, J., Sinclair, C., Stinson, M. (2012). The TheatreSpace Project: Accessing the Cultural Conversation: Final Report (2012).

2010

  • Fleming, J., Iyer, M., Shortis, M., Vuthaluru, H., Xing, K., Moulton, B. (2010). Employers' perceptions regarding graduates of engineering dual degrees. World Transactions on Engineering and Technology Education, 8(3), 277-282.

2009

  • Fleming, J. (2009). The tolerance for ambiguity: Exploring relationships between academic heartland and periphery. Entering the Age of an Educational Renaissance: Ideas for unity of purpose or further discord Conference proceedings of the 37th Annual Conference of the Australia and New Zealand Comparative and International Education Society (ANZCIES), Armidale: University of New England - Australian &​ New Zealand Comparative &​ International Education Society (ANZCIES).

2008

  • Fleming, J. (2008). Blurring the boundaries: Knowledge provision in continuing higher education. 37th Philosophy of Education Society of Australasia (PESA) Annual Conference: The ownership and dissemination of knowledge, QUT, Brisbane: Philosophy of Education Society of Australasia.

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