Professor Valerie Harwood

A35 - Education Building
The University of Sydney

Selected grants

2017

  • Getting an Early Start to aspirations: Understanding how to promote educational futures in early childhood; Harwood V; Australian Research Council (ARC)/Future Fellowships (FT).

Selected publications

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Books

  • Hickey-Moody, A., Harwood, V., McMahon, S., O'Shea, S. (2017). The Politics of Widening Participation: Making Educational Futures. London: Routledge.
  • Harwood, V., Hickey-Moody, A., McMahon, S., O'Shea, S. (2016). Imagining University Education (forthcoming). UK: Routledge.

Book Chapters

  • 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. 41-58). 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.
  • Hickey-Moody, A., Harwood, V., McMahon, S. (2016). Feeling futures: The embodied imagination and intensive time. In D Bland (Eds.), Imagination for inclusion: Diverse contexts of educational practice, (pp. 128-140). Oxon GB & New York: Routledge.
  • 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.

Journals

  • 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), 1298262. [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]
  • 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]
  • 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]
  • 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.

2017

  • 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), 1298262. [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]
  • Hickey-Moody, A., Harwood, V., McMahon, S., O'Shea, S. (2017). The Politics of Widening Participation: Making Educational Futures. London: Routledge.

2016

  • 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]
  • 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. 41-58). 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.
  • Hickey-Moody, A., Harwood, V., McMahon, S. (2016). Feeling futures: The embodied imagination and intensive time. In D Bland (Eds.), Imagination for inclusion: Diverse contexts of educational practice, (pp. 128-140). Oxon GB & New York: Routledge.
  • 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]
  • Harwood, V., Hickey-Moody, A., McMahon, S., O'Shea, S. (2016). Imagining University Education (forthcoming). UK: Routledge.

2015

  • 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]

2013

  • 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]
  • 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.

2008

  • 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.

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