Associate Professor Joel Windle

Enterprise Fellow UniSA Education Futures

Mawson Lakes Campus (G2-09)
tel +61 8 830 22226

email Joel.Windle@unisa.edu.au

Research Degree Supervisor

About me

Joel Windle's research and teaching focuses on cultural and linguistic diversity, and in particular how community-based literacies can make curricula more inclusive. Joel is currently leading an international study on innovative teaching practices involving partners from Brazilian and North American Universities, as well as community-based organisations and school educational authorities.

His research has received support from the Australian Research Council, Brazilian National Council for Scientific and Technological Development, and the State Research Foundation of Rio de Janeiro. Publications include Making Sense of School Choice (awarded the Raewyn Connell Prize for Best First Book in Australian Sociology and the Stephen Crook Prize... Read more

UniSA Education Futures

Focused on developing education professionals, UniSA Education Futures contributes to innovation in education practice through quality teaching, learning and research excellence.

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Research

Research focus

Sociology
Specialist Studies in Education
Curriculum and Pedagogy
Linguistics
Education and Educational Research

Highlights

2019-2021 Windle (CI), Pereira, Madeiros, Lagares, Teixeira, Luchesi, Bagno, Daher, Savedra. Multilingualism, linguistic rights and social inequality (Internationalization Project, CAPES, Brazil)

2019-2023 Windle (CI), Transnational contacts in the periphery: building new forms of citizen participation (CNPq, Brazil) (partnership with University of Texas, Middlebury College, University of Missouri, Federal University of Bahia, Federal University of Santa Caterina, Federal University of Minas Gerais, Federal University of Espírito Santo)

2019-2022 Windle (CI), Transnational contacts, new literacies and citizenship (FAPERJ, Brazil) (in partnership with Rio on Watch and the Cultural Occupation Movement of the Complexo do Viradouro... Read more

Research

Outputs

Research outputs for the last seven years are shown below. Some long-standing staff members may have older outputs included. To see earlier years visit ORCID, ResearcherID or Scopus

Open access indicates that an output is open access.

Books

Year	Output
2023	Windle, J & Guimarães-Savedra, M 2023, História, política e contato linguístico, Fluminense Federal University, Brazil. Open access
2020	Windle, JA, de Jesus, D & Bartlett, L 2020, The dynamics of language and inequality in education: social and symbolic boundaries in the Global South, Multilingual Matters, UK.
2017	Rocha, CH, Kadri, MSE & Windle, JA 2017, Diálogos sobre tecnologia educacional: educação linguística, mobilidades e práticas translíngues, Pontes Editores, Brazil.
2016	Windle, JA 2016, Making sense of school choice: politics, policies, and practice under conditions of cultural diversity, Palgrave Macmillan, US. 50 50

Chapters

Year	Output
2024	Windle, J & Nascimento, G 2024, 'From linguistic resistance to re-existence : Pretuguês as an anti-racist perspective on language', in F Ndhlovu & SJ Ndlovu-Gatsheni (eds), Language and decolonisation : an interdisciplinary approach, Taylor and Francis, UK, ch. 15, pp. 257-270. 1
2024	Windle, J & Nascimento, G 2024, 'From symbolic domination to the coloniality of power: contributions to the study of educational inequalities', in G Stahl et al. (eds), The Bloomsbury Handbook of Bourdieu and Educational Research, Bloomsbury Academic, UK, ch. 5, pp. 74-85. Open access
2023	Costa, I, Windle, J, Sanchez Mendes, L, Savedra, M, Seilva-Esteves, P & Dela Silva, S 2023, 'Apresentação', in J Windle & M Guimaraes-Savedra (eds), História, política e contato linguístico, Fluminense Federal University, Brazil, pp. 7-9. Open access
2023	Windle, J & Savedra, M 2023, 'Introdução', in J Windle & M Guimaraes-Savedra (eds), História, política e contato linguístico, Fluminense Federal University, Brazil, pp. 10-13. Open access
2023	Windle, J 2023, ''Middle-class' educational strategies and right-wing politics in Australia: from conflict to consensus?', in A Grimson, M Gudzardi & S Merenson (eds), Middle Class Identities and Social Crisis: Cultural and Political Perspectives on the Global Rebellion, Routledge, UK, ch. 11, pp. 212-225. Open access 1
2023	Windle, J, Pereira, T & Lorenso, S 2023, 'Linguagem, identidade e diversidade', in J Windle & M Guimaraes-Savedra (eds), História, política e contato linguístico, Fluminense Federal University, Brazil, ch. 2, pp. 53-85. Open access
2022	Nascimento, G & Windle, J 2022, 'A (des)racialização de pesquisadores como estratégia de luta: rumo a uma linguística aplicada antirracista', in GC Valim de Melo & DM Jesus (eds), Linguística aplicada, raça e interseccionalidade na contemporaneidade / Applied linguistics, race and intersectionality today, Mórula editorial, Portugal, vol. 1, ch. 10, pp. 231-256.
2022	Windle, J 2022, 'The education system and social class: a shifting relationship', in B Gobby & R Walker (eds), Powers of Curriculum, 2, Oxford University Press, UK, ch. 7, pp. 184-209. Open access
2022	Windle, J 2022, 'Transperipheral paradigm', in C Landulfo & D Matos (eds), Suleando conceitos em linguagens: decolonialidades e epistemologias outras, Pontes Editores, Brazil, pp. 291-298.
2021	Windle, J 2021, 'Identidade e subjetividade no ensino de língua inglesa', in E Mattos et al. (eds), Percursos Acadêmicos e Debates Interinstitucionais, Tribo da Ilha Editora, Brazil, ch. 50, pp. 553-555. Open access
2020	Windle, J & Morgan, B 2020, 'Remix nationalism and critical language education', in K McIntosh (ed.), Applied Linguistics and Language Teaching in the Neo-Nationalist Era, Palgrave Macmillan, Switzerland, ch. 11, pp. 267-294. 4
2020	Windle, J & Muniz, K 2020, 'Navigating soft and hard boundaries: race and educational inequality at the Borderlands', in JA Windle, D de Jesus & L Bartlett (eds), The Dynamics of Language and Inequality in Education: Social and Symbolic Boundaries in the Global South, Multilingual Matters, UK, ch. 2, pp. 24-43.
2020	Windle, J 2020, 'Human rights as a performative context for transnationalism: working with difference in Brazilian teacher education', in OZ Barnawi & A Ahmed (eds), TESOL Teacher Education in a Transnational World: Turning Challenges into Innovative Prospects, Routledge, UK, ch. 14, pp. 225-237.
2019	Windle, JA & Nogueira, MdOe 2019, '"Eu não dei conta de continuar": itinerários escolares de jovens de camadas populares da Região dos Inconfidentes', in R Coutrim, M Nogueira & MA Torres (eds), Entre diferentes mundos: jovens, sociabilidade e educação, Fino Traco, Brazil, ch. 4, pp. 81-100.
2018	Al-Deen, TJ & Windle, J 2018, 'Challenges in conceptualising educational inequalities in the context of migration: working with western and Islamic conceptions of motherhood', in R Chowdhury & LK Yazdanpanah (eds), Identity, Equity and Social Justice in Asia Pacific Education, Monash University Publishing, Australia, ch. 2, pp. 10-26.
2018	Windle, J 2018, 'The education system and SES: mapping disadvantage', in B Gobby & R Walker (eds), Powers of Curriculum: Sociological Perspectives on Education, Oxford University Press, Australia, ch. 7, pp.169-194.
2017	Windle, JA 2017, 'The burdens of marketized schooling in Australia: cherry picking, poaching, and gaming the curriculum', in Ndimande, BS & C Lubienski (eds), Privatization and the Education of Marginalized Children: Policies, Impacts and Global Lessons, Routledge, UK, ch. 9, pp. 161-174. 1 15
2016	Windle, J 2016, 'Poverty, illiteracy and shame on the Brazilian screen: lessons from Dona Irene', in M Readman (ed.), Teaching and Learning on Screen: Mediated Pedagogies, Palgrave Macmillan, UK, ch. 14, pp. 219-235.
2015	Windle, J 2015, 'The education of refugee-background students in Australian schools', in M Crock (ed.), Creating New Futures: Settling Children and Youth from Refugee Backgrounds, Federation Press, Australia, ch. 12, pp. 213-225.
2013	Windle, J & Miller, J 2013, 'Marginal integration: the reception of refugee-background students in Australian schools', in L Bartlett, A Ghaffar-Kucher (eds), Refugees Immigrants and Education in the Global South: Lives in Motion, Routledge, US, ch. 12, pp. 196-210. 11
2011	Windle, J 2011, 'What knowledge for understanding? Addressing ignorance of Islam in Australian schools', in E Burns Coleman & K White (eds), Religious Tolerance, Education and the Curriculum, SensePublishers, The Netherlands, ch. 6, pp. 67-83.
2009	Ata, AW & Windle, J 2009, 'The role of Australian schools in educating students about Islam and Muslims: a national survey', in Abe Ata (eds), Us and Them: Muslim - Christian Relations and Cultural Harmony in Australia, Australian Academic Press, Australia, ch. 6, pp. 81-97.
2009	Windle, J 2009, 'Influences on the written expression of bilingual students: teacher beliefs and cultural dissonance', in J Miller, A Kostogriz & M Gearon (eds), Culturally and linguistically diverse classrooms: new dilemmas for teachers, Multilingual Matters, UK, ch. 6, pp. 92-109.

Journal Articles

Year	Output
2024	Maher, K, Rigney, L-I, King, M, Garrett, R, Windle, J, Memon, N, Wrench, A, Carter, J, Paige, K, O'Keeffe, L, Lovell, M, Schulz, S, Soong, H, Colton, J, McDonald, S & Hattam, R 2024, 'Curriculum, democracy and pedagogies for justice: a collective futures dialogue', Curriculum Perspectives, vol. 44, no. 2, pp. 105-119. Open access 1
2024	Rudolph, S, Mayes, E, Molla, T, Chiew, S, Windle, J & Rizvi, F and 16 other authors 2024, 'What's the use of educational research? Six stories reflecting on research use with communities', The Australian Educational Researcher, online, pp. 1-24. Open access 1
2024	Windle, JA & Fensham, PJ 2024, 'Connecting rights and inequality in education: openings for change', The Australian Educational Researcher, vol. 51, no. 1, pp. 89-101. Open access 2 1 2
2023	Windle, J & Jorge, M 2023, 'Repensando direitos e desigualdades nos Estudos da Linguagem', Revista Gragoata, vol. 28, no. 60, pp. 1-6. Open access 1
2023	Windle, J & Moita-Lopes, LP 2023, 'Rescaling the global borderlands: transperipheral projections from 'the heart of the Amazon'', Language in Society, vol. 52, no. 1, pp. 129-149. 1 1 1
2023	Windle, J & Possas, LA 2023, 'Translanguaging and educational inequality in the global south: stance-taking amongst Brazilian teachers of english', Applied Linguistics, vol. 44, no. 2, pp. 312-327. Open access 4 1 1
2023	Windle, J & de Araujo Rosa, J 2023, 'Navigating critical language education at the crossroads of neonationalism and neoliberalism: the role of border talk', TESOL Quarterly, vol. 57, no. 3, pp. 752-774. Open access 1 1 1
2023	Windle, J 2023, 'Rescaling the new sociology of education', Curriculum Perspectives, vol. 43, no. 2, pp. 199-202. Open access 1
2023	Windle, J, Heugh, K, French, M, Armitage, J & Chang, L-C 2023, 'Reciprocal multilingual awareness for linguistic citizenship', Language Awareness, vol. 32, no. 4, pp. 582-599.
2023	Windle, J, Heugh, K, French, M, Armitage, J & dos Santos, GN 2023, 'Southern multilingual moves in education: agency, citizenship, and reciprocity', Critical Inquiry in Language Studies: An International Journal, vol. 20, no. 3, pp. 279-297. 1 1
2023	de Oliveira Maia, J, Windle, JA & Dos Santos Jorge, ML 2023, 'Transperiferias: uma proposta para pesquisas socialmente engajadas', Revista Brasileira de Linguistica Aplicada, vol. 23, no. 3, article no. e44084 , pp. 1-5. Open access
2022	Maire, Q & Windle, J 2022, 'The contribution of the International Baccalaureate Diploma to educational inequalities: reinventing historical logics of curriculum stratification in a comprehensive system', Educational Review, vol. 74, no.1, pp. 76–92. Open access 8 6 3
2022	Windle, J 2022, 'School segregation in Rio de Janeiro: geographical, racial and historical dimensions of a centre-periphery dynamic', Comparative Education: An International Journal of Comparative Studies, vol. 58, no. 1, pp. 91-105. 8 6
2022	Windle, JA & Fonseca Afonso, É 2022, 'Building anti-racist education through spaces of border thinking', Critical Studies in Education, vol. 63, no. 5, pp. 606-621. 3 1 4
2021	Dos Santos, GN & Windle, J 2021, 'The nexus of race and class in ELT: from interaction orders to orders of being', Applied Linguistics, vol. 42, no. 3, pp. 473-491. 18 15 10
2021	Nascimento, G & Windle, J 2021, 'The unmarked whiteness of Brazilian linguistics: from black-as-theme to black-as-life', Journal of Linguistic Anthropology, vol. 31, no. 2, pp. 283-286. 5 4 8
2021	Spratt, R, Anuar, A, Windle, J & McCormick, A 2021, 'Special issue editorial: The Festival of OCIES 2020', International Education Journal: Comparative Perspective, vol. 20, no. 2, pp. 1-4. Open access
2020	Windle, J 2020, 'Recontextualising race, politics and inequality in transnational knowledge circulation: biographical resignifications', Research in Comparative and International Education, vol. 15, no. 3, pp. 291-304. 8 6
2020	Windle, J, Souza, ALS, Nascimento e Silva, Dd, Zaidan, JM, Maia, JdO, Muniz, K & Lorenso, S 2020, 'Towards a transperipheral paradigm: an agenda for socially engaged research', Trabalhos em Linguistica Aplicada, vol. 59, no. 2, pp. 1577-1589. Open access
2020	Windle, J, Souza, ALS, e Silva, DdN, Zaidan, JM, Maia, JdO, Muniz, K & Lorenso, S 2020, 'Towards a transperipheral paradigm: an agenda for socially engaged research', Trabalhos em Linguistica Aplicada, vol. 59, no. 2, pp. 1577-1589. Open access
2019	Turner, M & Windle, J 2019, 'Exploring the positioning of teacher expertise in TESOL-related curriculum standards', TESOL Quarterly, vol. 53, no. 4, pp. 939-959. 5 2 3
2019	Windle, J & Batista, S 2019, 'The global circulation of literacy policy: phonics, inequality and neo- conservative political movements', Revista Brasileira de Linguistica Aplicada, vol. 19, no. 2, pp. 385-406. Open access 2 1
2019	Windle, J & Ferreira, BBP 2019, 'Plurilingual social networks and the creation of hybrid cultural spaces', Trabalhos em Linguistica Aplicada, vol. 58, no. 1, pp. 139-157. Open access
2019	Windle, J & Maire, Q 2019, 'Beyond the global city: a comparative analysis of cosmopolitanism in middle-class educational strategies in Australia and Brazil', Discourse: Studies in the Cultural Politics of Education, vol. 40, no. 5, pp. 717-733. 8 4 1
2019	Windle, J & Miller, J 2019, 'Scaffolding second language literacy: a model for students with interrupted schooling', The European Journal of Applied Linguistics and TEFL, vol. 8, no. 1, pp. 39-59. 5
2019	Windle, J & O'Brien, S 2019, 'Language, education and transnationalism: an introduction', Trabalhos em Linguistica Aplicada, vol. 58, no. 1, pp. 1-10. Open access
2019	Windle, J 2019, 'Neoliberalism, imperialism and conservatism: tangled logics of educational inequality in the global South', Discourse: Studies in the Cultural Politics of Education, vol. 40, no. 2, pp. 191-202. 18 9 4
2018	Windle, J 2018, 'A formação do professor de línguas em uma perspectiva de educação intercultural cidadã', Trabalhos em Linguistica Aplicada, vol. 57, no. 2, pp. 975-992. Open access
2018	Windle, JA & Muniz, K 2018, 'Constructions of race in Brazil: resistance and resignification in teacher education', International Studies in Sociology of Education, vol. 27, no. 2-3, pp. 307-323. 5 3 3
2017	Al-deen, TJ & Windle, J 2017, ''I feel sometimes I am a bad mother': the affective dimension of immigrant mothers' involvement in their children's schooling', Journal of Sociology, vol. 53, no. 1, pp. 110-126. 22 14
2017	Windle, J 2017, 'Hidden features in global knowledge production: (re)positioning theory and practice in academic writing', Revista Brasileira de Linguistica Aplicada, vol. 17, no. 2, pp. 355-378. Open access 9
2017	Windle, J 2017, 'The public positioning of refugees in the quasi-education market: linking mediascapes and social geographies of schooling', International Journal of Inclusive Education, vol. 21, no. 11, pp. 1128-1141. 7 5
2017	Windle, JA 2017, 'Social identity and language ideology: challenging hegemonic visions of English in Brazil', Revista Gragoata, vol. 22, no. 42, pp. 370-392. Open access 3
2015	Al-deen, TJ & Windle, J 2015, 'The involvement of migrant mothers in their children's education: cultural capital and transnational class processes', International Studies in Sociology of Education, vol. 25, no. 4, pp. 278-295. 15 8 2
2014	Miller, J, Windle, JA & Yazdanpanah, LK 2014, 'Planning lessons for refugee-background students: challenges and strategies', International Journal of Pedagogies and Learning, vol. 9, no. 1, pp. 38-48. 13
2014	Windle, J & Nogueira, MA 2014, 'The role of internationalisation in the schooling of Brazilian elites: distinctions between two class fractions', British Journal of Sociology of Education, vol. 36, no. 1, pp. 174-192. 36 27 1
2014	Windle, J 2014, 'The rise of school choice in education funding reform: an analysis of two policy moments', Educational Policy: An Interdisciplinary Journal of Policy and Practice, vol. 28, no. 2, pp. 306-324. 13 16 2
2014	Windle, JA 2014, 'Digital literacy, cosmopolitanism and the subaltern', Polifonia, vol. 21, no. 29, pp. 198-214. Open access
2013	Windle, J & Stratton, G 2013, 'Equity for sale: ethical consumption in a school-choice regime', Discourse: Studies in the Cultural Politics of Education, vol. 34, no. 2, pp. 202-213. 27 20
2013	Windle, JA 2013, 'Transnational zones of contact and critical literacy: educational uses of the immigration museum', Interdisciplinar: Revista de Estudos em Lingua e Literatura, vol. 19, no. 1, pp. 53-70. Open access
2012	Papasotiriou, M & Windle, J 2012, 'The social experience of physically disabled Australian university students', Disability and Society, vol. 27, no. 7, pp. 935-947. 21 21
2012	Rowe, EE & Windle, J 2012, 'The Australian middle class and education: a small-scale study of the school choice experience as framed by 'My School' within inner city families', Critical Studies in Education, vol. 53, no. 2, pp. 137-151. 46 37
2012	Windle, J & Miller, J 2012, 'Approaches to teaching low literacy refugee-background students', Australian Journal of Language and Literacy, vol. 35, no. 3, pp. 317-333. 45
2011	Windle, J 2011, 'From academia to media: staging the public career of critical literacy', The Australian Educational Researcher, vol. 38, no. 3, pp. 311-327. 5 3
2010	Hickey-Moody, A, Savage, GC & Windle, J 2010, 'Pedagogy writ large: public, popular and cultural pedagogies in motion', Critical Studies in Education, vol. 51, no. 3, pp. 227-236. 52 44
2010	Miller, J & Windle, J 2010, 'Second language literacy: putting high needs ESL learners in the frame', English in Australia, vol. 45, no. 3, pp. 31-40. 25 19
2010	Windle, J 2010, ''Anyone can make it, but there can only be one winner': modelling neoliberal learning and work on reality television', Critical Studies in Education, vol. 51, no. 3, pp. 251-263. 20 16
2009	Windle, J 2009, ''Soft' and 'hard' landings: the experience of school under contrasting institutional arrangements in Australia and France', International Journal on Multicultural Societies, vol. 11, no. 2, pp. 174-194. Open access
2009	Windle, J 2009, 'The limits of school choice: some implications for accountability of selective practices and positional competition in Australian education', Critical Studies in Education, vol. 50, no. 3, pp. 231-246. 49
2008	Windle, J 2008, 'In remembrance of things past? Strategies of public pedagogy for urban "renovation"', The Review of Education - Pedagogy - Cultural Studies, vol. 30, no. 5, pp. 377-398. 3
2008	Windle, J 2008, 'The management and legitimisation of educational inequalities in Australia: some implications for school experience', International Studies in Sociology of Education, vol. 18, no. 3-4, pp. 157-171. 6
2008	Windle, J 2008, 'The racialisation of African youth in Australia', Social Identities, vol. 14, no. 5, pp. 553-566. 127

Reports

Year	Output
2024	Baak, M, Windle, J & Miller, E 2024, Youth connect program evaluation, University of South Australia, Australia. Open access
2022	Windle, J, Morrison, A, Sellar, S, Squires, R, Kennedy, JP & Murray, C 2022, Teachers at breaking point: why working in South Australian schools is getting tougher, University of South Australia, Australia. Open access

Other outputs

Books

Windle, J., Jesus, D. & Bartlett, L. (eds) (2020). The dynamics of language and inequality in education: social and symbolic boundaries in the global south. Bristol: Multilingual Matters.

Rocha, C., Salles El Kadri, M., Windle, J. (eds). (2017). Diálogos sobre tecnologia educacional: educação linguística, mobilidade e práticas translíngues/Dialogues on educational technology, language education, mobility and translingual practices. Campinas: Pontes.

Windle, J. (2015). Making sense of school choice: politics, policies, and practice under conditions of cultural diversity. New York: Palgrave MacMillan. (Winner of Raewyn Connell Prize & Stephen Crook Prize).

Recent Journal Articles

Dos Santos, G. & Windle, J. The unmarked whiteness of Brazilian linguistics: from Black-as-theme to Black-as-life. Invited paper for Journal of Linguistic Anthropology special issue on language and white supremacy. Ahead of print, https://doi.org/10.1111/jola.12321. (Q1, SJR 0.66).

Windle, J. & Moita-Lopes, L. P. Rescaling the global borderlands: transperipheral projections from ‘the heart of the Amazon’. Language and Society. Ahead of print, https://doi.org/10.1017/S0047404521000750. (Q1, SJR 1.03)

Windle, J. (2021). The centre-periphery dynamic in school segregation: geographical, racial and historical dimensions, Comparative Education. Ahead of print, DOI: 10.1080/03050068.2021.1894868. (Q1, SJR 1.14)

Maire, Q. & Windle, J. (2021). The contribution of the International Baccalaureate Diploma to educational inequalities: emerging logics of curriculum stratification in a comprehensive system. Educational Review. Ahead of print, https://doi.org/10.1080/00131911.2021.1905609. (Q1, SJR 0.88)

Dos Santos, G. N. & Windle, J. (2020) O nexo de raça e classe no ensino de língua inglesa: das ordens de interação às ordens do ser. Revista Abatira 1(2), 1-15. (translation of article published in Applied Linguistics as The nexus of race and class in ELT: from interaction orders to orders of being).

Windle, J. (2020). Recontextualising race, politics and inequality in transnational knowledge circulation: biographical resignifications. Research in Comparative and International Education, 15(3), 291-304. (Q2, SJR 0.45)

Windle, J., Souza, A. L. S., do Nascimento, D., Zaidan, J. M., de Oliveira Maia, J., Muniz, K., & Castro, S. L. (2020). Towards a transperipheral paradigm: an agenda for socially engaged research. Papers in Applied Linguistics, 59(2), 1577-1589. (Webqualis A1)

Dos Santos, G. N., & Windle, J. (2020). The nexus of race and class in ELT: from interaction orders to orders of being. Applied Linguistics. (ahead of print). (Q1, SJR 3.15)

Turner, M., & Windle, J. (2019). Exploring the positioning of teacher expertise in TESOL‐related curriculum standards. TESOL Quarterly, 53(4), 939-959. (Q1, SJR 1.73)

Windle, J., & Batista, S. (2019). The global circulation of literacy policy: phonics, inequality and neo-conservative political movements. Brazilian Review of Applied Linguistics, 19(2). (Webqualis A1)

Windle, J., & Ferreira, B. B. P. (2019). Plurilingual social networks and the creation of hybrid cultural spaces. Papers in Applied Linguistics, 58(1), 139-157. (Webqualis A1)

Windle, J & Q. Maire (2019). Beyond the global city: a comparative analysis of cosmopolitanism in middle-class educational strategies in Australia and Brazil, Discourse: Studies in the Cultural Politics of Education, 40(5), 717-733. (Q1, SJR 0.88)

Windle, J. (2019). Neoliberalism, imperialism and conservatism: tangled logics of educational inequality in the global south. Discourse: Studies in the Cultural Politics of Education, 40(2), 191-202. (Q1, SJR 0.88)

Windle, J., & Miller, J. (2019). Scaffolding second language literacy: a model for students with interrupted schooling. The European Journal of Applied Linguistics and TEFL, 8(1), 39-60.

External engagement & recognition

Collaborations

Highlights

Recognition

2020 - Fellow of the National Council for Scientific and Technological Development (CNPq, Brazil)

2019 - State Science Fellowship, Foundation for Research Support in the State of Rio de Janeiro (FAPERJ)

2018-2019 - Visiting Fellowship, Postgraduate Program in Applied Linguistics, Federal University of Rio de Janeiro and Coordination for the Improvement of Higher Education Personnel (CAPES)

2016 - Raewyn Connell Prize for Best First Book in Australian Sociology

2016 - Stephen Cook Memorial Prize for Best Book in Australian Sociology

2012 - Endeavour Research Fellowship, Federal Department of Education

2010-2012 Australian Postdoctoral Fellowship (ARC)

2010 - Vice Chancellor’s Award for Excellence in Research by Early Career Researchers (Monash University)

2010 - Faculty of Education Dean's Award for Excellence in Research by Early Career Researchers (Monash University)

External engagement & recognition

Collaborations

Organisation	Country
Australian Catholic University	AUSTRALIA
Deakin University	AUSTRALIA
Federal Universidade Federal de Minas Gerais	BRAZIL
Federal University of Bahia	BRAZIL
Federal University of Espírito Santo	BRAZIL
Federal University of Mato Grosso	BRAZIL
Federal University of Minas Gerais	BRAZIL
Federal University of Ouro Preto	BRAZIL
Federal University of Rio de Janeiro	BRAZIL
Federal University of Santa Catarina	BRAZIL
Federal University of Southern Bahia	BRAZIL
Federal University of Western Bahia	BRAZIL
Fluminense Federal University	BRAZIL
Middlebury College	UNITED STATES
Monash University	AUSTRALIA
Rio de Janeiro Federal Institute	BRAZIL
The University of Texas at Austin	UNITED STATES
Trinity College Dublin	IRELAND
Universidade Fed de Minas Gerais	BRAZIL
Universidade Federal de Santa Catarina	BRAZIL
University of Adelaide	AUSTRALIA
University of Campinas	BRAZIL
University of Melbourne	AUSTRALIA
University of Missouri	UNITED STATES
University of Oxford	UNITED KINGDOM
University of South Australia	AUSTRALIA
University of Sydney	AUSTRALIA
University of Texas at San Antonio	UNITED STATES
University of Wisconsin-Madison	UNITED STATES
Victoria University	AUSTRALIA
York University	CANADA

External engagement & recognition

Engagement/recognition	Year
Associate Editor Critical Studies in Education	2021
Board Member Revista Indisciplina em Linguística Aplicada	2021
Finalist International Green Gown Awards for Sustainability Excellence, Next Generation Learning and Skills category, for the project Universalising Foreign Languages: Shaping Global Citizens	2021
Member Association of Applied Linguistics of Brazil (ALAB)	2021
Member National Association of Research in Education (Brazil) (ANPED)	2021
Member National Association of Linguistics (Brazil) (ABRALIN)	2021
Member National Association of Postgraduate Programs in Language and Literature (ANPOLL)	2021
Member Latin American Studies Association (LASA)	2021
Member Brazilian Sociological Society (SBS)	2021
Member World Educational Research Association (WERA)	2021
Member Australian Association for Research in Education (AARE)	2021
Member Oceania Comparative and International Education Society (OCIES)	2021
Member International Sociological Association (ISA)	2021
Member Victorian Institute of Teaching (VIT)	2021
Member American Educational Research Association (AERA)	2021
Member Comparative and International Education Society (CIES)	2021
Series Editor New Perspectives on Language and Education, Multilingual Matters	2021
Associate Editor Critical Studies in Education	2020
Board Member Revista Indisciplina em Linguística Aplicada	2020
Board Member Brazilian Review of Applied Linguistics	2020
Board Member International Education Journal: Comparative Perspectives	2020
Fellow National Council for Scientific and Technological Development (CNPq, Brazil)	2020
Series Editor New Perspectives on Language and Education, Multilingual Matters	2020
Board Member International Education Journal: Comparative Perspectives	2019
Board Member Brazilian Review of Applied Linguistics	2019
Series Editor New Perspectives on Language and Education, Multilingual Matters	2019
State Science Fellowship Foundation for Research Support in the State of Rio de Janeiro (FAPERJ)	2019
Board Member Brazilian Review of Applied Linguistics	2018
Board Member International Education Journal: Comparative Perspectives	2018
Series Editor New Perspectives on Language and Education, Multilingual Matters	2018
Board Member International Education Journal: Comparative Perspectives	2017
Board Member Brazilian Review of Applied Linguistics	2017
Best Book in Australian Sociology Stephen Cook Memorial Prize	2016
Best First Book in Australian Sociology Raewyn Connell Prize	2016
Board Member Brazilian Review of Applied Linguistics	2016
Board Member International Education Journal: Comparative Perspectives	2016

Teaching & student supervision

Teaching strengths

TESOL
Applied Linguistics
Sociology of Education
Literacy Studies
Equity

Teaching & student supervision

Research degree supervision

Supervisions from 2010 shown

Thesis title	Student status
(Re)thinking Cultural Safety and Belonging for Afro-diasporans inAustralian Schools	Current
109406 - Using home languages in mainstream linguistically diverse primary classrooms in Australia	Current
110000A - Southern Multilingualisms, Knowledges, and Decolonising Education	Current
110000B - Southern Multilingualisms, Knowledges, and Decolonising Education	Current
110000B - Southern Multilingualisms, Knowledges, and Decolonising Education	Current
110880 - Enhancing belonging for African diaspora youth in Australian schools	Current
111036 - Enhancing belonging for African diaspora youth in Australian schools	Current
120856 - Southern Multilingualisms, Knowledges, and Decolonising Education	Current
Fostering inclusive school cultures for the wellbeing of LGBTIQA+ students	Current
Towards critical global literacies: building social participation and citizenship in a superdiverse world	Current
Understanding early school leaving among Afro diaspora youth	Current

Associate Professor Joel Windle

About me

About me

UniSA Education Futures

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State Science Fellowship

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Board Member

Series Editor

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Best Book in Australian Sociology

Best First Book in Australian Sociology

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Board Member

Teaching & student supervision

Teaching strengths

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Courses I teach

Research degree supervision

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