Gregory completed his graduate studies in education at Kent State University (Curriculum & Instruction) and UCLA (Division of Urban Schooling). Prior to this, he completed a Graduate Diploma in Education (Adult and Tertiary) at Murdoch University and worked in both community and labour market programmes in Western Australia.
In 2004 Gregory began his first academic appointment at Griffith University, Gold Coast. In 2008, he came to UTS where he has been involved in the adult and teacher education programs as well as other areas of the university including Jumbunna Indigenous House of Learning. His interdisciplinary research interests include access, persistence and achievement in education and training, critical/digital pedagogies, spatial politics and participatory methodologies, including the power of storytelling to promote learning and change.
Gregory is on the editorial boards of the Journal for Critical Education Policy Studies, Critical Education, Australian Journal of Adult Learning, Education Policy Futures, Teaching in Higher Education and the International Journal for Critical Pedagogy.
New Generation Learning Space Design Summit, Sydney
Doing scale differently: Encouraging a relational rather than reactive response to technology adoption for teaching and learning
Blended Learning and Digital Campus ANZ 2018, Sydney
Scale is more than a number: A relational approach to LMS adoption for teaching and learning
Hong Kong University
Seminar: What does the “performative turn” have to offer critical methodologies of education?
Australian Association for Research in Education
Research Workshop for ECRS and HDR Students
Workshop: Participatory and Performative Methodologies
41st Annual Conference of the Australian and New Zealand Comparative and
International Education Society
Keynote: Scaling Critical Pedagogy: What can we learn from the Spatial Turn?
University of Western Sydney
Keynote: Scale Matters: Performing Relational Critical Pedagogy in Higher Education Contexts
Can supervise: YES
Sociology of education
Critical and strength-based approaches to pedagogy
Do-It-Yourself (DIY) and maker spaces
Participatory and performative methodologies
013221 Learning in the Digital Age
013224 Navigating Policy in Changing Environments
013403 The School in the Context of Contemporary Society
Action research was conceived as a method of collaborative, self-reflective problem-solving in a community context. Yet many believe it has evolved too far away from its original, directly activist roots. As a direct response to calls for a rejuvenation of the social agenda of `action research, this volume provides an all-inclusive road map to generating and implementing politically active grass-roots research activities. It is a priceless practical guide for the newly minted researcher wanting to make a tangible difference in their profession and in the world. Where some action research models have been criticized for losing focus on the participatory and social justice roots of this type of research, this book puts social justice activism squarely center stage, guiding the researcher through the theoretical, methodological and practical considerations and constraints of developing, implementing and sustaining research in the cultural professions. Locating and contextualizing the history and theory of action research, critical theory and other related methodologies and concepts, this volume takes the reader on a journey that begins with the formation of a question, puzzle or research idea right through to the publication of a report on your finished project. Including discrete sections on every stage in the process, from generating a social justice activism agenda, through forming a team and empowering participants, to ensuring the implementation of your agenda and publishing and disseminating your work. Engaging their readers with a fresh acronym, PAtRParticipatory Activist Researchthe authors give fresh impetus to those looking for a systematic way to understand and shape practice in their daily work, their profession and their world.
Martin, G, Houston, D, McLaren, P & Suoranta, J 2010, The Havoc of Capitalism: Publics, Pedagogies and Environmental Crisis, Sense Publishers, Rotterdam.
The contributors to this book provide insight into the havoc wrought by processes of capitalism, colonialism and consumption.
Peachey, M 2019, 'Indigenous Undergraduates' Use of Supplementary Tutors: Developing Academic Capabilities for Success in Higher Education Studies', Australian Journal of Indigenous Education, pp. 1-10.View/Download from: Publisher's site
Copyright © The Author(s) 2018 This article presents an analysis of statements from Indigenous students in an Australian university that describe how they use supplementary tutors. The analysis provides some evidence that students use tutors for much more than the prescribed remedial purpose to assist with gaps in assumed academic knowledge and skills to prevent subject failures. Students also use tutors to access hidden knowledge and develop capabilities that assist their progress from dependence on assistance to independence in learning. Our analysis has implications for the conceptualisation and management of supplementary tutoring for Indigenous students.
Uink, B, Hill, B, Day, A & Martin, G 2019, ''Wings to fly': A case study of supporting Indigenous student success through a whole-of-university approach', Australian Journal of Indigenous Education.View/Download from: Publisher's site
© The Author(s) 2019. Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a 'whole-of-university' approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives.
Martin, G, Nakata, V, Nakata, M & Day, A 2017, 'Promoting the persistence of Indigenous students through teaching at the Cultural Interface', Studies in Higher Education, vol. 42, no. 7, pp. 1158-1173.View/Download from: UTS OPUS or Publisher's site
© 2015 Society for Research into Higher Education. The promise of higher education remains elusive for many Indigenous students in Australia. To date, institutional efforts to improve the persistence and retention of Indigenous students have been largely piecemeal, poorly integrated and designed to remediate skill deficits. Yet, market-led expansion of Australian higher education is driving curricular reform and demands for accountability and quality. Despite this, very little is known about how teaching and pedagogy can be used to support the learning and persistence of Indigenous students. In this context, the paper provides a reconceptualization of current debates and positions that are currently bound up within the limitations of questionable binary divides and oppositions, for example, educational psychology/sociology, transmission/critical or decolonial pedagogies and Indigenous/Western Knowledge. Nakata's concept of the Cultural Interface is mobilized to acknowledge some of the nuances and complexities that emerge when Indigenous and Western knowledge systems come into convergence within the higher education classroom.
Across the globe, neoliberal reforms have produced effects in the higher education sector that are multiple, convergent and embodied or performed. In this context, a growing number of activist-scholars, from a range of disciplines, have explored the role of critical pedagogy within the space of the classroom. Yet, persistent critiques and challenges suggest that the field of critical pedagogy needs to build upon a richer set of theoretical and practical insights. While the discipline of geography has proven to be a generative source of learning and renewal, a recurring tendency exists within the educational literature to treat the key geographical concept of scale as a discrete, pre-given unit of analysis. Consequently, scale remains largely under-theorised and misunderstood leading to simplistic binary oppositions and choices. This binary filter underpins a comfortable but problematic 'top-down' and 'bottom-up' paradigm. Drawing upon contentious debates in the field of geography, this paper explores how the intersections between diverse spatial concepts, including scale, might be strategically deployed to rework the spatial imaginings of critical pedagogy.
Day, A, Nakata, V, Nakata, M & Martin, G 2015, 'Indigenous students' persistence in higher education in Australia: contextualising models of change from psychology to understand and aid students' practices at a cultural interface', Higher Education Research and Development, vol. 34, no. 3, pp. 501-512.View/Download from: UTS OPUS or Publisher's site
The need to address the substantial inequities that exist between Indigenous and non-Indigenous Australians in higher education is widely recognised. Those factors that affect the performance of Indigenous students in tertiary education have been reasonably well documented across different institutions, disciplines, and programme levels but there has, to date, been less consideration of the processes by which Indigenous students either persist or desist in higher education. This paper aims to present a conceptual understanding of academic persistence that can inform the delivery of tailored academic support interventions to Indigenous students who are at high risk of leaving higher education.
Martin, G 2015, 'Living on the edge: rethinking poverty, class and schooling', Discourse: Studies in the Cultural Politics of Education, vol. 36, no. 4, pp. 619-620.View/Download from: Publisher's site
Martin, G, Dymock, D, Billett, S & Johnson, G 2014, 'In the name of meritocracy: manager's perceptions of policies and practices for training older workers', Ageing & Society, vol. 34, no. 6, pp. 992-1018.View/Download from: UTS OPUS or Publisher's site
Workplaces, managers and employers who are seeking to maintain the standing, capacities and productivity of their workplaces are now facing two crucial facts: (a) an ageing workforce and (b) all workers, regardless of age, need to adapt to the changing requirements for workplace performance. These facts mean that managers and supervisors need to confront issues found in the changing demographics of their own workforce. That is, as the portion of workforces aged over 45 years (i.e. older workers) increases, it is these workers who are available to be employed, and supported in sustaining their ongoing employability. To address these issues requires understanding of particular workers' capacities and aspirations and then acting to develop further their capacities based on new understanding, and rebutting social sentiments about these workers that are often value-laden, contradictory and biased. The case here is made through drawing on literature and analyses of interview data of Australian managers of older workers, that the current logic of management relies upon deeply held and widely shared beliefs of age-blind meritocracy and equal opportunity rather than informed views.
Johnson, G, Billett, S, Dymock, D & Martin, G 2013, 'The discursive (re)positioning of older workers in Australian recruitment policy reform: An exemplary analysis of written and visual narratives', Equality, Diversity and Inclusion: An International Journal, vol. 32, no. 1, pp. 4-21.View/Download from: UTS OPUS or Publisher's site
Purpose - The purpose of this paper is to provide a methodological demonstration of how written and visual language in narrative and small stories about older workers might be read in multiple ways as supporting and/or constraining recent policy reform. Design/methodology/approach Critical theory and critical discourse analysis, supported by narrative analysis and visual analysis, offer a robust methodology to problematize the manner in which textually mediated discourses impact social policy reform for recruiting, retraining and retaining older workers. Findings The results show that still in such an age positive social policy environment, negative stereotypes about older workers persist, threatening to constrain social change. Research limitations/implications An exemplary analysis of two texts, representative of those related to Australian government initiatives to reform access to work for older citizens, provides an accessible means of (re)evaluating if and how such policies are more inclusive of older workers. Originality/value This paper contributes to an emerging trend in organization studies using a critical discourse analytic approach not only to written texts, but also to the less familiar visual narratives and stories.
Under the sway of neoliberal forces, the university system is being reconfigured to produce certain types of knowledges, imaginaries, subjectivities, and practices informed by market imperatives. Considerable literature details the promises and perils of neoliberalism in higher education. In the past decade, this has included the growth of interdisciplinary scholarship that explores the potential of critical pedagogy as a site of contestation in the higher education sector. In this context, the notion of critical pedagogy provides a dialogical and imaginative starting point for opening up spaces for what is otherwise denied or ignored. Although critical pedagogy is a big tent movement, a number of cogent and hard-hitting critiques have emerged highlighting its theoretical and political limitations. Concerns include the need for more attention to the complexities of how critical pedagogies are embodied or performed. This article argues that the performative dimension of critical pedagogy is important for putting into place the production of everyday spaces capable of transforming the boundaries of what is regarded as valid or legitimate knowledge and culture.
Dymock, D, Billett, S, Klieve, H, Johnson, G & Martin, G 2012, 'Mature age 'white collar' workers' training and employability', International Journal of Lifelong Education, vol. 31, no. 2, pp. 171-186.View/Download from: UTS OPUS or Publisher's site
Billett, S, Dymock, D, Johnson, G & Martin, G 2011, 'Last resort employees: older workers' perceptions of workplace discrimination', Human Resource Development International, vol. 14, no. 4, pp. 375-389.View/Download from: UTS OPUS or Publisher's site
Many countries are becoming increasingly reliant upon an aging workforce. Yet, much literature positions older workers as `last resort employees, held in low esteem by employers whose preference for youth extends into decision-making about workplace engagement and support. As part of a broader study on maintaining the competence of older workers, we investigated the extent to which a group of employees in Australia aged 45 or more perceived they were discriminated against because of their age, including access to training, promotion opportunities and job security. Against expectations arising from the literature, informants reported little in the way of explicit age-related bias in their employment, opportunities for advancement and further development. Although the informants have particular characteristics and featured paraprofessional and professional workers, the contrast is noteworthy between what is reported in the literature and often premised on surveys, and our data were based on interviews. The findings indicate a need to be wary of making easy generalizations about the extent to which older workers per se are discriminated against in the workplace, while at the same time acknowledging that such discrimination exists, and perhaps for particular kinds of workers. In addition, we found a range of nuanced responses that suggest there are tensions between discriminations policies and practice that are a challenge for human resource development professionals.
Billett, SR, Dymock, D, Johnson, G & Martin, G 2011, 'Overcoming the paradox of employers' views about older workers', International Journal Of Human Resource Management, vol. 22, no. 6, pp. 1248-1261.View/Download from: UTS OPUS or Publisher's site
In advanced and developing economies, ageing populations and low birth rates are emphasising the need for retaining and sustaining competent older workers. This paper examines human resource and governmental policy and practice implications from the contradictory accounts directe4d towards those workers aged over 44 years, who are usually classified as 'older workers'. It focuses on a key and paradoxical impediment in the workforce retention of these workers. Using Australia as a case study, this paper argues that policies and practices to retain and sustain workers aged 45 or more need to de-emphasise the term 'older workers' and reconsider how human resource management and government policies, as well as practices by workers themselves might pursue longer and more productive working lives for emplyees aged over 45. It seeks to elaborate the paradox of the (under)valuing of older workers' contributions and provides direction for retaining and supporting the ongoing employability of these workers. It concludes by proposing that government, industry bodies and sector councils that seek to change employer attitiudes will likely require a dual process comprising both engagement with older workers and a balanced appraisal of their worth. Alone, subsidies and/or mandation may well serve to entrench age bias without measures to redress that bias through a systematic appraisal of their current and potential contributions. In addition, to support this transformation of bias and sustain their employability, older workers will likely need to exercise greater agency in their work and learning.
Martin, G 2010, 'Theorising globalisation and pedagogy: the totally unacceptable 'other'', Discourse: studies in the cultural politics of education, vol. 31, no. 1, pp. 137-148.View/Download from: UTS OPUS or Publisher's site
Since the collapse of the former Soviet Union and the degenerated workers states of Eastern Europe, there has been a plethora of must-read `expert opinion reports, articles, and books on the ill-defined topic of globalisation. With the winds of economic and discursive restructuring billowing in their sails, many academics on the educational left have been quick to cut themselves free from the moorings of foundational truths and imperial consequences. Travelling swiftly along cultural currents interpreted as evidence of liberatory mobility, these academics engage with intimate and fashionable `readings of post-industrial and post-development societies. Such fleet-footed scholars eschew what they claim to be the absurdities of big theory in favour of practices of hybridity, nomadism and fluidity. As the Marxist literary critic Terry Eagleton (2003) writes,
Martin, G 2010, 'Guest Editorial', Literacy and Numeracy Studies, vol. 18, no. 2, pp. 1-5.
Martin, G 2009, 'Knowledge Economy, Development and the Future of Higher Education', The Australian Educational Researcher, vol. 36, no. 1, pp. 108-110.
Martin, G 2008, 'Schools and the equal opportunity problem', Critical Studies in Education, vol. 49, no. 2, pp. 211-214.
This article explores the collective works of Peter McLaren and his contribution to critical pedagogy within the field of education and beyond the academy. To understand how McLarens work took a radical turn in the 1990s, the article traces the historical development of his praxis. In particular, McLarens engagement with the postmodern Left and his response to developments in British educational Marxism are highlighted in this paper. Bringing Marxism, class analysis and politics back into the heart of education, McLaren has situated himself at the forefront of remaking critical pedagogy as a material force for social change. The resulting fusion has provoked a storm of controversy amongst the educational Left. Beyond this, however, has been the influence of critical pedagogy in social spheres beyond the university and academia, including the mass workers movement.
This paper is a narrative account of my experience in, and reflection on, a social movement that is using critical pedagogy to build a gender-balanced, multi-racial, multi-lingual political organization from the ground up. Conscious of the ambiguous personal commitment of academics to radical politics such as Marxism, this paper shares the narrator's choices and present day concerns as he attempted to bridge the gap between scholarly research and activism, through close contact with workers in a social movement union in the United States. As a departure from the normative strategies of political propagandistic/pedagogical information based practices produced within the university, this detailed exposition explores the dilemmas, possibilities and challenges for activist elements in the academic milieu to develop radical theory and practice. This paper is an experiment in figuring out how academics interested in re-activating a radical pedagogy on the side of the oppressed can expand their involvement in some for the struggles and enterprises of community.
McLaren, P & Martin, G 2004, 'The legend of the Bush Gang: Imperialism, war and propaganda', Cultural Studies <=> Critical Methodologies, vol. 4, no. 3, pp. 281-303.
This article explores the dialectical relationship between the Bush administrations domestic policies and its deranged "war on terrorism," which is being waged on a number of different fronts, for example, Iraq, Afghanistan, Colombia, and the United States. The authors argue that the Bush gang is using the external "international crisis" to override the remnants of U.S. bourgeois democracy in order to reestablish conditions of profitability. Perhaps not surprisingly, at least from a Marxist perspective, the supporting repressive (e.g., the Department of Homeland Securitys secret police) and ideological state apparatuses (e.g., schools and the corporate media) have played a profound role in building support for the Bush gangs totalizing ambitions.
McLaren, P, Martin, G, Farahmandpur, R & Jaramillo, N 2004, 'Teaching in and against the empire: Critical pedagogy as revolutionary Praxis', Teacher Education Quarterly, vol. 31, no. 1, pp. 131-153.View/Download from: UTS OPUS
All across the country, critical educators are fighting on dozens of fronts, searching in both form and content for a coherent pedagogical expression that captures their opposition to what they perceive as major developments of world-historical importance. McLaren et al focus on expanding the concept so that it addresses both the urgency and the scope of the current crisis of capitalism in relation to the crisis of educational reform, and takes as its central aim the struggle against capitalism and imperialism.
Martin, G & McLaren, P 2003, 'Spaces of Capital: Towards a Critical Geography', Teachers College Record, vol. 105, no. 1, pp. 134-138.
Martin, G 2002, 'The Internet: An Ethnography Approach', Economic Geography, vol. 78, no. 1, pp. 100-102.
Martin, G 2000, 'Don't LEAP into This: student resistance in labour market programmes', Educational Action Research, vol. 8, no. 3, pp. 533-548.
The critical performative pedagogy of cultural studies' storytelling exposes
counternarratives that refute the dominant ... In this context, activists of DIY culture
are not mere consumers, spectators, or victims of culture but rather active
Houston, D, Martin, G & McLaren, P 2012, 'In the market for reconciliation?' in Ahluwalia, P, Atkinson, S, Bishop, P, Christie, P, Hattam, R & Matthews, J (eds), Reconcilation and Pedagogy, Taylor & Francis, London, pp. 118-135.View/Download from: UTS OPUS
The interplay between history, politics and memory is always bound np in the conditions of the present. The same can be said for public national reconciliation projects that seek to address wounded national pasts and lay groundwork for hopeful futnres. When we first began work on this chapter, it was in the tnrbulent months before the Howard government's intervention into Aboriginal communities in the Northern Territory. It seemed to us in early 2006 that the suspiciously bright veneer of the Howard government's 'new' approach to Indigenous affairs was already peeling, revealing under its hasty application a potentially dangerous agenda for the aspirations of Aboriginal Australians for land justice and sovereignty.
Martin, G & Te Riele, K 2011, 'A Place-Based Critical Pedagogy in Turbulent Times: Restoring Hope for Alternative Futures' in Malott, C & Porfilio, B (eds), Critical Pedagogy in the 21st Century: A New Generation of Scholars, Information Age Publishing, Greenwich, CT, pp. 23-52.View/Download from: UTS OPUS
For the past 30 years, critical pedagogy has been at the center of efforts to construct social alternatives that are both credible and compelling. This has included creating new social contexts and encounters that value alternative meanings, knowledges and actions. After an initially enthusiastic reception in the 1970s and 1980s, the writings of scholars ill the field of critical pedagogy now tend to languish on bookshelves in academic libraries- despite provocative titles and eye-catching cover art. Linked to the rip tide of globalization and the postmodern turn, the changing fortunes of critical pedagogy have divided its political and intellectual forces into numerous sides, factions, and camps. Under the tutelage of the state, critical pedagogy has also become co-opted, domesticated, and fragmented, and thus, a weak force, divided (socially and ideologically) ill disciplinary situatedness, discourse and lines of specialization.
Martin, G 2010, 'What is to be done? Toward a revolutionary praxis' in Huber-Warring, T (ed), Storied lives: emancipatory educational inquiry--experience, narrative and pedagogy in the internati, Information Age Publishing, Greenwich, CT, pp. 59-63.
In light of this, I argue that the ideological work of teachers is to provide people with the consciousness skills needed to fight against the familiar regime of violence inflicted upon them under capitalism (Allman, 1999; McLaren & Farahmandpur, 2001; The Red Collective et aI., 2001). Indeed, in itself, oppression does not automatically generate an understanding of existing structures of power or of the possibility for social transformation (McLaren, 1995).
Woods, A & Martin, G 2010, 'Fabricating Reconciliation: Howard's Forgettable Speech' in Martin, G, Houston, D, McLaren, P & Suoranta, J (eds), The Havoc of Capitalism: Publics, Pedagogies and Environmental Crisis, Sense Publishers, Rotterdam, The Netherlands, pp. 131-156.View/Download from: UTS OPUS
Martin, G 2009, 'The New Built Environment of Education: Neoliberalism on Trial in Australia' in Dave Hill (ed), The Rich World and the Impoverishment of Education: Diminishing Democracy, Equity and Workers' Rights, Routledge, New York, USA, pp. 74-105.View/Download from: UTS OPUS
Neoliberal restructuring is driving a dramatic rescaling of Australian political economy that has transformed it into a rapidly growing "success story" ("Australia's Economic Performance," 2006). In 2006, the Executive Board of the International Monetary Fund (IMF) "commended the authorities on their sound macroeconomic management and continuing structural reform efforts that have underpinned the sustained strong economic performance." Adding to this, the IMF ranked the Australian economy as one of the most resilient in the world, with economic growth surpassing most industrialised nations. Closer inspection reveals, however, that the prospects are not so "bright" for an increasing number of mostly pOOf, working dass Australians who are having trouble putting food on the table or filling up their cars with fuel to get to school, work, or town (Bramble, 2004; Wynhausen, 2005).
Sammel, A & Martin, G 2008, '"Other-ed" Pedagogy: The Praxis of Critical Democratic Education' in Lund, DE & Carr, PR (eds), Doing Democracy, Peter Lang, New York, pp. 85-102.View/Download from: UTS OPUS
Martin, G 2007, 'The Poverty of Critical Pedagogy: Toward a Politics of Engagement' in McLaren, P & Kincheloe, J (eds), Critical Pedagogy: Where Are We Now?, Peter Lang, New York: USA, pp. 337-353.View/Download from: UTS OPUS
Martin, G 2007, 'Marxist Political Praxis: Class Notes on Academic Activism in the Corporate University' in Green, A, Rikowski, G & Raduntz, H (eds), Renewing Dialogues in Marxism and Education, Palgrave MacMillan, New York, USA, pp. 249-266.View/Download from: UTS OPUS
Billett, S, Johnson, G, Dymock, D & Martin, G 2010, 'Older workers and work: Societal and personal sentiments', AVETRA 13th Annual Conference: VET Research: Leading and responding in turbulent times, Australian Vocational Education and Training Research Association Conference, AVETRA, Gold Coast, pp. 1-10.View/Download from: UTS OPUS
This conference paper examines the perceptions of a group of employees aged 45 or more about their experiences of age discrimination in the work place. Retaining older workers is one way in which a productive work force can be maintained. However, a review of the literature reveals consistently negative attitudes by employers towards older workers, who are viewed as resistant to change, less productive, difficult to train and less motivated. This paper draws upon a survey of, and interviews with, Australian mature age workers. The topics covered included work life issues; work and work-related learning; intentions for their remaining working life; and the extent of age-related discrimination in their work places. The authors conclude from the survey data that; (1) mature age workers do not feel they are regarded as less capable than younger workers; (2) younger workers are the first to be offered training opportunities but this was not really a problem for the older workers; (3) while some older workers were concerned about technology, most did not subscribe to negative stereotypes of older workers; and (4) over three quarters of survey participants felt supported by their employers and did not believe there was ageism in their workplace.