Matthew Thomas

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.
• Whitburn, B., & Thomas, M. K. E. (2023). Ontological Assessment Decisions in Teaching and Learning. In Rola Ajjawi, Joanna Tai, David Boud, & T. J. d. S. Jorre (Eds.), Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment (pp. 74-84). https://doi.org/10.4324/9781003293101-9
• Skourdoumbis, A., Thomas, M. K. E, & Rowolle, S. (2023). Being critical of the student achievement problem in Australia. Australian Educational Researcher.
• Black, R., Thomas, M. K. E., & Bearman, M. (2023). Producing the Global Graduate: Academic Labour and Imagined Futures in Critical Times. Pedagogy, Culture & Society. https://doi.org/https://doi.org/10.1080/14681366.2023.2210595