Dr Sinclair is the Director of Professional Experience within UTS's School of Education, Teacher Education Programme. He taught in Townsville, Queensland and then moved to the Northern Territory where he initially taught in Alice Springs and Katherine before taking position as Teacher-in-Charge of a one-teacher school in a remote Aboriginal community, Amanbidji. A thoroughgoing dissatisfaction with his own undergraduate teacher education experience and in particular the romantic myths promulgated about Indigenous Australians and perceived matters of social justice led him to pursue doctoral studies and to work in Teacher Education. Prior to commencing his position at UTS Dr Sinclair was the Associate-Dean (Learning & Teaching) of the Faculty of Education & Creative Arts at Central Queensland University. He has also worked at QUT and Griffith Universities a well as in the private sector with a digital content provider, XSIQ (International) Pty Ltd.
Dr Sinclair is on the Editorial Board of the International Journal of Innovation, Creativity and Change.
Dr Sinclair is currently undertaking a study of the perceptions of graduating teachers' classroom readiness involving final year UTS Internship students, these students' Supervising Teachers and the Principals of the schools where Internships are conducted. Dr Sinclair also has a deep commitment to questioning the principles and efficacy of so-called Social Justice initiatives which he argues might better be described as a market in the production and reproduction of victim circumstances whose primary beneficiaries are advocates of social justice and not the ostensible target populations such initiatives purport to serve.
Dr Sinclair co-ordinates and teaches Classroom Management subjects in the M Teach and a BA B Ed degree programmes. He also co-ordinates and teaches subjects related to Effective Teaching and Learning in the 2nd and 4th year of the BA B Ed.
This paper discusses the present state of policy debate in Australia, which in our view, is
characterised by an unwarranted, overarching sense of grievance. We commence by outlining
Australia's present position of economic prosperity, political stability and social cohesion, a
position international readers might envy. We then propose and explain Nietzsche's concept of
'ressentiment' (Dreher, 2014) as illustrative of the mood of Australian policy debate. We outline
the previous federal government's socially progressive policy agenda and the nascent
liberal/conservative agenda of the new Coalition government as illustrative. We conclude by
examining potential constraints on future policy that suggest an end to this trend is warranted.
Sinclair, MR 2013, 'Social Innovation without Social Justice: Disbanding the Victim Market', International Journal of Innovation Creativity and Change, vol. 1, no. 1, pp. 1-8.View/Download from: UTS OPUS
This paper argues that social innovation requires dispensing with social justice as a goal. Why? Despite the best of intentions of advocates of social justice, the outcomes of social justice initiatives are axiomatically perverse. I argue that advocates of social justice, rather than the ostensible target populations they champion, are the primary beneficiaries of social justice initiatives (Sinclair, 2000; Sinclair, 2002). This seemingly counter-intuitive effect is caused by the field of social justice activity itself, which has become a market in victim circumstances.
McGrath, K & Sinclair, MR 2013, 'More male primary-school teachers? Social benefits for boys and girls', Gender and Education, vol. 25, no. 5, pp. 531-547.View/Download from: UTS OPUS or Publisher's site
The call for more male primary-school teachers has long been associated with the educational needs of boys, the importance of positive male role models in schools and the disproportionate number of male and female primary-school teachers internationally. However, little is known about whether or not parents and students actually want more male primary-school teachers and if they do, the reasons they have for wanting more. This paper addresses the under-representation of parents' and students' views by drawing from a study of the perspectives of 97 parents and 184 sixth-grade students from Sydney, Australia. Surveys and semi-structured focus group interviews with boys and girls, and their mothers and fathers revealed an overall perceived social need for more male primary-school teachers. In particular, the paper indicates that male primary-school teachers are considered important for boys; a view consistent with some extant research literature that does not include the views of parents or students. The paper further indicates that parents and students see male primary-school teachers as being beneficial to girls; a matter rarely discussed in any research literature irrespective of the stakeholder group studies
Sinclair, MR 2013, 'Perverse Compassion and Mediocrity in Australian Schools: Time for vouchers?', International Journal Journal of Innovation Creativity and Change, vol. 1, no. 2, pp. 1-11.View/Download from: UTS OPUS
Education debate in Australia has become mired in an ideological contest between proponents and critics of State and non-government schooling respectively. This paper proposes a system of school vouchers as a means to both breaking this deadlock and improving the situation of Australias least advantaged school students. The paper points out contradictions in well-intentioned social justice initiatives aimed at the latter goal and highlights grounds in both Labor and Coalition philosophy and practice that suggest school vouchers are an acceptable alternative to current school funding arrangements.
Sinclair, MR & McGrath, K 2013, 'Innovation in an Emasculated Profession: Please Ma'am, can we have some more blokes teaching in Primary Schools?', International Journal Journal of Innovation Creativity and Change, vol. 1, no. 2, pp. 1-17.View/Download from: UTS OPUS
This paper argues there is a need for more men and `blokes' in the Primary School teaching workforce. The argument is supported with reference to recent data from the Programme for International Student Assessment (PISA) about overall student academic performance among Australian students and the contributing effect of poor classroom management. It is also supported by data derived from research undertaken with parents and Year 6 Primary School students in Sydney, Australia.
Sinclair, MR & Allen, JM 2009, 'Using Mead's Theory of Emergency as a Framework for Sociological Inquiry into Pre-service Teacher Education', Sociological Research Online: an electronic journal, vol. 14, no. 5.
Sinclair, MR, Gralton, A & Purnell, K 2004, 'Changes in attitudes, beliefs and behaviour: A critical review of research into the impacts of environment education initiatives', Australian Journal of Environmental Education, vol. 20, no. 2, pp. 41-52.
Sinclair, MR, Purnell, K & Gralton, A 2004, 'Sustainable Schools: Making energy efficiency a lifestyle priority', Australian Journal of Environmental Education, vol. 20, no. 2, pp. 81-91.
Sinclair, M 2003, 'Three Futures for University Provision: The social justice market, state capitalism and private for-profit universities', Journal of Higher Education Policy and Management, vol. 25, no. 2, pp. 161-171.View/Download from: Publisher's site
This paper discusses two types of university provision that dominate higher education in Australia, namely, the social justice market and the state capitalist form of university provision. The paper compares these two types of provision and contrasts them with the concept of private for-profit university provision. It argues that private for-profit provision holds the most promise of the three for bringing about the more publicly beneficial outcomes usually dreamed of by advocates of state-provided university education.
Sinclair, MR 2002, 'Social justice in education in Australia, circa 1983-1996', History of Education Review, vol. 31, no. 3, pp. 74-86.
Sinclair, MR, Aldred, S & Smith, R 2002, 'Facilitating the Collaborative Design of Flexible Learning Materials: Some Insights from a research project investigating the synthesis of content and multi-media knowledge and expertise', Australian Journal of Education Technology, vol. 18, no. 3, pp. 293-307.
Sinclair, MR, Hyde, M & Goldman, J 2001, 'Disadvantaged and homeless youth on the Gold Coast: A case study of a human services organisation', Youth Studies, vol. 20, no. 2, pp. 40-45.
Singh, P & Sinclair, M 2001, 'Diversity, Disadvantage and Differential Outcomes: An analysis of Samoan students' narratives of schooling', Asia-Pacific Journal of Teacher Education, vol. 29, no. 1, pp. 73-92.View/Download from: Publisher's site
Sinclair, MR 2000, 'Leadership and social justice in education', Perspectives on Educational Leadership, vol. 10, no. 6, pp. 1-2.
This article discusses the use of confrontational theater and critical ethno-drama as a potential route toward examining and illuminating the construction of performance catharsis. Staged catharsis is discussed as a means of sharing and mapping the collectivized understandings produced by audiences and participants. Theoretically, such a process may result in a better comprehension of a collectivized emotional position as the underpinning of a new understanding of collective action. © 1996 Sage Publications, Inc.
Sinclair, MR, Allen, JM & Smith, R 2009, 'The trouble with front-end loading in undergraduate university programs: Teacher Education as a case in point', Australian Association for Research in Education Conference, Canberra.
Sinclair, MR & Allen, JM 2007, 'Suggestions for develoing a reliable evidence base for the efficacy of Dimensions of Learning implementations', Learning Management Conference, Noosa.
Sinclair, MR & Allen, J 2007, 'Guiding and Enhancing the Implementation of Dimesions of Learning in Australia: Toward Australian Evidence-Based Practice', Learning Management: Pedagogy that Works, Twin Waters.
Sinclair, MR, Bretherton, P & Bovingdon, P 2007, 'Knowledge and Innovation: Disciplinary interpretations of the scope and range of PhDs and their implicatons for the timely completion of candidatures', Annual Conference of the British Education Research Association, Institute of Education, London.
Sinclair, MR & Heery, H 2003, 'The place of human and social capital in our national investment portfolio', Women in Research, Central Queensland University, Rockhampton.
Sinclair, MR, Heery, H & McLuskie, L 2003, 'Social Investment: Fact or Fiction', National Conference for Research in Education, Auckland, NZ.
Sinclair, MR & Van Dyke, M 2003, 'Managing the change associated with implementing administrative information systems in universities', Australian Tertiary Managers in Education Conference, Rockhampton.
Sinclair, MR 2002, 'Three Futures for university provision', World Congress of Sociology, Brisbane.
Sinclair, MR & Cuthbert, D 2002, 'Higher Degrees by Research - The contribution of institutional research to quality in research training', Australian Association for Institutional Research Annual Conference, Perth.
Sinclair, MR, Aldred, S & Smith, R 2002, 'Generating understanding between content experts and educational multi-media designers: Some pedagogic insights for web-design derived from research into a CD-ROM production project', Annual Conference of the Australian Society for Educational Technology, Melbourne.
Sinclair, MR 1999, 'The social justice in education market', Fifth UNESCO-ACEID International Conference, Bangkok, Thailand.
Sinclair, M DEST 2004, The pedagogy of good PhD supervision: A national cross-disciplinary investigation of PhD supervision, Queensland.
Dr Sinclair has undertaken consultancies in concert with ACCESS UTS providing Expert Witness reports in his area of Classroom Management expertise.