Ms Meghan Stacey

Telephone 93515378

Website Academia.edu
Twitter

Map

Biographical details

Meghan returned to the University of Sydney to begin her PhD in education at the start of 2014. Working under the supervision of Associate Professor Helen Proctor and auxiliary supervisors Associate Professors Debra Hayes and Susan McGrath-Champ, Meghan is investigating the relationship between the marketisation of schooling and the work of early-career teachers in NSW secondary schools.

An alumni of the University, Meghan graduated in 2010 with a Bachelor of Education (Hons 1) and Bachelor of Arts, before moving to the Riverina to teach high school English and Drama.

Teaching and supervision

Meghan has experience working as a tutor and lecturer across both the Bachelor of Education and the Master of Teaching.

2017:

  • EDMT6500 'Schools and their Communities'
  • EDUF2007 'Social Perspectives on Education' (lecturer)

2016:

  • EDMT5676 'Teaching and Learning'
  • EDUF2007 'Social Perspectives on Education' (lecturer)

2015:

  • EDUF2007 'Social Perspectives on Education'
  • EDSE3072 'Craft Knowledge and Professional Practices 2'

2014:

  • EDUF1018 'Education, Teachers and Teaching'
  • EDUF2007 'Social Perspectives on Education'
  • EDUF4044 'Reading and Designing Research'
  • EDSE3072 'Craft Knowledge and Professional Practices 2'
  • EDMT6012 'Professional Research Project'

Thesis work

Thesis title: Early career teachers' negotiation of a marketised hierarchy of schools: From the safety net to the high wire

Supervisors: Helen PROCTOR , Susan MCGRATH-CHAMP , Debra HAYES

Thesis abstract:

The secondary schooling market in New South Wales (NSW), Australia, is complex and diverse, with the encouragement and growth of ‘choice’ having a range of impacts for students, parents, and schools. This dissertation examines the experience of teachers, who enter into an increasingly differentiated system and must make choices about where and how they might work within it. Taking a qualitative multi-case approach, the thesis explores interviews with nine early career teachers as well as relevant figures surrounding them: a colleague; and a friend, partner, or family member. The coverage that this design enables has allowed the development of a more nuanced understanding of participants' perspectives on their work as well as the institutional contexts within which it takes place. Teacher participants were drawn from a range of contrasting schooling sites, from the high wire schools of the elite to those of the residualised safety net, the latter enrolling students who are often experiencing significant disadvantage; the study accordingly explores contexts within both public and private sectors. The work of Bourdieu, and in particular the concepts of habitus and field, are drawn upon to assist in understanding the work of these teachers across this market spectrum. It is argued that context is central to the experience and work of teachers, and yet more than this, that teachers’ own background will mediate either convergence or collision in the dynamic and ever-developing relationship between teacher and school. In doing so the study contributes new knowledge regarding the operation of dis/advantage in and through schools, and how the school system is currently structured to exacerbate such divisions. It also contributes a fresh and new perspective on the sustainability and efficacy of market-oriented schooling systems, such as that currently operating in NSW, Australia, through a thorough and nuanced exploration of teachers’ experiences within it.

Current projects

Current Positions:

Meghan is currently the Editorial Assistant for the Australian Educational Researcher (AER).

She also works as a Research Assistant on a comparative study of teachers' working and employment conditions in NSW, WA and Sweden, with Associate Professor Susan McGrath-Champ.

Conference Presentations:

Stacey, M. & Proctor, H. (2014). Middle class parents' educational work in an academically-selective public high school. Paper presented at AARE-NZARE, Brisbane, Australia, 30th November - 4th December. Abstract available at:https://thinkbusiness.conference-services.net/reports/template/onetextabstract.xml?xsl=template/onetextabstract.xsl&conferenceID=3787&abstractID=818660

Stacey, M. (2015). Teachers’ responses to parental engagement in schooling in an academically-selective public high school. Paper presented at AIRAANZ, Auckland, New Zealand, 3rd-5th February.

Stacey, M. (2015). Great Teaching, Inspired Learning: A neoliberalization of schools, teachers and teaching in NSW, Australia. Paper presented at AARE, Fremantle, Western Australia, 30th November - 3rd December. Conference program available at:https://www2.iceaustralia.com/ei/images/AARE%202015/AARE%202015_Full%20Program.pdf

Stacey, M. (2016). From the safety net to the high wire: Two cases of teachers' work in contrasting secondary school sites. Paper presented at ECER, Dublin, Ireland, 23rd-26th August. Conference program available at:http://www.eera-ecer.de/ecer-programmes/search-programmes/

Stacey, M. (2016). Second order policy effects of a market approach to schooling: Disadvantage and teachers' work. Paper presented at the NSW IER Student Research Showcase, Sydney, Australia, 5th November.

Stacey, M. (2016). "I never feel like I'm doing my job properly, I never feel like I'm doing my job": The remote school, the market, and the early-career teacher. Paper presented at AARE, Melbourne, Australia, 28th November-1st December. Conference program available at:http://www.aareconference.com.au/wp-content/uploads/2016/11/AARE-2016-Conference-Program.pdf

McGrath-Champ, S., Wilson, R., Stacey, M. & Fitzgerald, S. (2016). "I just try to be nice to them, I tell a few jokes": Principals explain their changing roles and support for staff in two devolved Australian schooling systems. Paper presented at AARE, Melbourne, Australia, 28th November-1st December. Conference program available at:http://www.aareconference.com.au/wp-content/uploads/2016/11/AARE-2016-Conference-Program.pdf

Fitzgerald, S., McGrath-Champ, S., Wilson, R. & Stacey, M. (2017). A 'tsunami of paperwork': Professionally-engaged teachers' reports on changes to conditions of work and employment conditions under devolution. Paper presented at AIRAANZ, Canberra, Australia, 7th - 10th February. Conference program available at:http://www.airaanz2017.org.au/wp-content/uploads/2013/10/Program-AIRAANZ-6-2.pdf

Parding, K., McGrath-Champ, S. & Stacey, M. (2017). Teachers, school choice and competiton: Lock-in effects within and between sectors. Paper presented at AIRAANZ, Canberra, Australia, 7th - 10th February. Conference program available at:http://www.airaanz2017.org.au/wp-content/uploads/2013/10/Program-AIRAANZ-6-2.pdf

Stacey, M. (2017). 'I'm so passionate and they make me so proud': Teachers' work in the market middle. Paper presented at ECER, Copenhagen, Denmark, 22nd-25th August. Conference program available at:http://www.eera-ecer.de/ecer-programmes/search-programmes/?no_cache=1

Fitzgerald, S., Stacey, M., McGrath-Champ, S., Parding, K. & Rainnie, A. (2017). 'Winning back' what has been lost: Market dynamics of the devolution of schooling. Paper presented at ECER, Copenhagen, Denmark,22nd-25th August. Conference program available at:http://www.eera-ecer.de/ecer-programmes/search-programmes/?no_cache=1

Associations

Australian Association for Research in Education (AARE)

NSW Institute for Educational Research (IER)

Awards and honours

2006-2010: NSW Teacher Education Scholarship

2007: G. S. Caird Award for Bachelor of Education Year 2

2014-2017: APA Scholarship

2015: Winner of Best Research Paper Award for Semester 2 Research Students' Forum, University of Sydney; winner of postgraduate scholarship for attendance at AIRAANZ in Auckland, New Zealand

2016: Winner of Institute for Educational Research grant to attend the European Conference on Educational Research in Dublin, Ireland

2017: Winner of an Excellence in Teaching Award for 2016, University of Sydney School of Education & Social Work

Selected publications

Download citations: PDF RTF Endnote

Book Chapters

  • Forsey, M., Proctor, H., Stacey, M. (2017). A most poisonous debate: Legitimizing support for Australian private schools. In T. Koinzer, R. Nikolai & F. Waldow (Eds.), Private schools and school choice in compulsory education: Global change and national challenge, (pp. 49-66). Germany: Springer. [More Information]

Journals

  • Parding, K., McGrath-Champ, S., Stacey, M. (2017). Teachers, school choice and competition: Lock-in effects within and between sectors. Policy Futures in Education, 15(1), 113-128. [More Information]
  • Stacey, M. (2017). The teacher 'problem': An analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education, Online first. [More Information]
  • Stacey, M. (2016). Middle-class parents' educational work in an academically selective public high school. Critical Studies in Education, 57(2), 209-223. [More Information]

2017

  • Forsey, M., Proctor, H., Stacey, M. (2017). A most poisonous debate: Legitimizing support for Australian private schools. In T. Koinzer, R. Nikolai & F. Waldow (Eds.), Private schools and school choice in compulsory education: Global change and national challenge, (pp. 49-66). Germany: Springer. [More Information]
  • Parding, K., McGrath-Champ, S., Stacey, M. (2017). Teachers, school choice and competition: Lock-in effects within and between sectors. Policy Futures in Education, 15(1), 113-128. [More Information]
  • Stacey, M. (2017). The teacher 'problem': An analysis of the NSW education policy Great Teaching, Inspired Learning. Discourse: Studies in the Cultural Politics of Education, Online first. [More Information]

2016

  • Stacey, M. (2016). Middle-class parents' educational work in an academically selective public high school. Critical Studies in Education, 57(2), 209-223. [More Information]

To update your profile click here. For support on your academic profile contact .