Matthew Thomas

Director of Professional Practice (Sociology of Education; Curriculum and Pedagogy Theory and Development)

Melbourne, Australia

Matthew Krehl Edward Thomas (BA [Hons], GCertHELT, GCertAIB, GDipEd, PhD) SFHEA, is a Senior Lecturer in Pedagogy and Curriculum and the Academic Director of Professional Practice at Deakin University, Australia. Matthew’s research explores the sociology of time and education, human rights, and surveillance capitalism. He tweets @whoseprivacy

Publications

  • Thomas, M. K. E., Skourdoumbis, A., & Whitburn, B. (2022). Teaching as regulated improvisation. The Australian Educational Researcher. https://doi.org/10.1007/s13384-022-00545-0
  • Taylor, D., Bearman, M., Scarparo, S., & Thomas, M. K. E. (2022). The emotional transition to online teaching: grief, loss, and implications for academic development. International Journal for Academic Development, 27(2), 176-190. https://doi.org/10.1080/1360144x.2022.2083141
  • Whitburn, B., & Thomas, M. K. E. (2021). Risks in Time: To Inclusive Educational Rights. In M. K. E. Thomas, L. Heng, & P. Walker (Eds.), Inclusive Education is a Right, right? (pp. 37-50). Brill | Sense. https://doi.org/https://doi.org/10.1163/9789004434783_004
  • Whitburn, B., & Thomas, M. K. E. (2021). A Right to be Included: The Best and Worst of Times for Learners with Disabilities. Scandinavian Journal of Disability Research, 23(1), 104-113. https://doi.org/10.16993/sjdr.772
  • Thomas, M. K. E., & McCandless, T. (2021). Westworld and Marxism: When Violent Delights Meet Revolutionary Ends. In N. Barnes & A. Bedford (Eds.), Unlocking Social Theory with Popular Culture: Remixing Theoretical Influencers (pp. 9-20). Springer. https://doi.org/https://link.springer.com/chapter/10.1007/978-3-030-77011-2_2
  • Thomas, M. K. E., Heng, L., & Walker, P. (2021). More Than Human Rights. In R. Slee (Ed.), Studies in Inclusive Education (Vol. 47, pp. 1-8). Brill | Sense. https://doi.org/https://doi.org/10.1163/9789004434783_001
  • Thomas, M. K. E., Heng, L., & Walker, P. (Eds.). (2021). Inclusive Education Is a Right, Right? (Vol. 47). Brill | Sense. https://doi.org/https://doi.org/10.1163/9789004434783.
  • Thomas, M. K. E., Heng, L., & Walker, P. (2021). Artificial Intelligence, Neoliberalism and Human Rights. In M. K. E. Thomas, L. Heng, & P. Walker (Eds.), Inclusive Education is a Right, right? (Vol. 47, pp. 186-199). Brill. https://doi.org/https://doi.org/10.1163/9789004434783_015
  • Fox, B., Bearman, M., Bellingham, R., North‐Samardzic, A., Scarparo, S., Taylor, D., Thomas, M. K. E., & Volkov, M. (2021). Longing for connection: University educators creating meaning through sharing experiences of teaching online. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13113
  • Corcoran, T., & Thomas, M. K. E. (2021). School-wide positive behaviour support as evidence-making interventions. Research in Education. https://doi.org/10.1177/00345237211034884
  • Thomas, M. K. E., & Whitburn, B. (2020). Time, Power and Education. Zeit, Macht und Bildung. In E. Schilling & M. O'Neill (Eds.), Frontiers in Time Research – Einführung in die interdisziplinäre Zeitforschung (pp. 187-210). Springer VS, Wiesbaden. https://doi.org/https://doi.org/10.1007/978-3-658-31252-7_9
  • Thomas, M. K. E., & Bellingham, R. (Eds.). (2020). Post-Qualitative Research and Innovative Methodologies. Bloomsbury Academic. https://www.bloomsbury.com/uk/post-qualitative-research-and-innovative-methodologies-9781350062047/.
  • Thomas, M. K. E. (2020). Swarms and Murmurations. In M. K. E. Thomas & R. Bellingham (Eds.), Post-Qualitative Research and Innovative Methodologies (pp. 153-171). Bloomsbury Academic.
  • Bellingham, R., & Thomas, M. K. E. (2020). The Vitality of Theory in Research Innovation. In Matthew Krehl Edward Thomas & R. Bellingham (Eds.), Post-Qualitative Research and Innovative Methodologies (pp. 1-16). Bloomsbury Academic.
  • Thomas, M. K. E., & Whitburn, B. J. (2019). Time for inclusion? British Journal of Sociology of Education, 40(2), 159-173. https://doi.org/https://doi.org/10.1080/01425692.2018.1512848
  • Thomas, M. K. E., & Walker-Gibbs, B. (2019). Harry Potter and the Order of the Phoenix: A Pedagogy of Misdirection. In D. Conrad & M. Prendergast (Eds.), Teachers and Teaching on Stage and on Screen: Dramatic Depictions (pp. 130-138). Intellect Books. https://www.intellectbooks.com/teachers-and-teaching-on-stage-and-on-screen
  • Bellingham, R., Thomas, M. K. E., Charman, K., Dixon, M., & Cooper, J. (2019). What Is Valued Knowledge and Where Does It Live? Educational Consciousness and the Democratisation of Education. In S. Riddle. & M. W. Apple (Eds.), Re-imagining Education for Democracy (pp. 77-91). Routledge. https://www.taylorfrancis.com/books/e/9780429242748/chapters/10.4324/9780429242748-6
  • Thomas, M. K. E., & Moss, J. (2018). Critical Videographic Research Methods: Researching teacher’s lives and work post ‘9/11’. In L. Xu, G. Aranda, W. Widjaja, & D. Clarke (Eds.), Video-based Research in Education: Cross-disciplinary Perspectives (pp. 83-102). Routledge.
  • Charman, K., Dixon, M., Bellingham, R., Thomas, M. K. E., & Cooper, J. (2017). Educational Consciousness: Breaking Open the Category of Knowledge in Footscray. Journal of Public Pedagogies, 54-63. https://jpp.vu.edu.au/index.php/jpp/article/view/1126/1572
  • Thomas, M. K. E. (2016). Post: 9/11: Hidden Pedagogy: The positional forces of pedagogy in Victoria, Australia (Publication Number 11343/55058) University of Melbourne]. Melbourne. http://hdl.handle.net/11343/55058
  • Thomas, M. K. E. (2003). Psychoanalysis & Iconography: Literary Theory & Star Wars La Trobe]. Bundoora.

Matthew Thomas's public data