Garth Stahl is a Senior Lecturer in Education at University of South Australia, a DECRA Fellow 2017-9 and visiting scholar at Western Sydney University.
Stahl has taught in a variety of disadvantaged educational contexts including South London, UK for nine years and New York City, USA.
His interest is in theories of sociology of education. Stahl’s research lies at the nexus of neoliberalism and socio-cultural studies of education, identity, equity/inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of learner identities, gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference, and educational... Read more
About me
Garth Stahl is a Senior Lecturer in Education at University of South Australia, a DECRA Fellow 2017-9 and visiting scholar at Western Sydney University.
Stahl has taught in a variety of disadvantaged educational contexts including South London, UK for nine years and New York City, USA.
His interest is in theories of sociology of education. Stahl’s research lies at the nexus of neoliberalism and socio-cultural studies of education, identity, equity/inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of learner identities, gender and youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference, and educational reform. Of particular interest is exploring neoliberal counternarratives around 'value' and 'respectability' for working-class youth. In 2019, I was ranked by The Australian as one of the top 40 researchers who are less than 10 years into their career.
About me
| Date | Title |
|---|---|
| 02/02/2016 |
Stahl, G. (2016) ‘Why do white working-class boys shun university?’, http://www.theguardian.com/higher-education-network/2016/feb/22/why-do-white-working-class-boys-shun-university |
| 24/06/2015 |
‘White Working-Class Boys; French Thought’. BBC Thinking Allowed, http://www.bbc.co.uk/programmes/b05zr4r3 |
| 04/06/2015 |
Stahl, G. (2015) ‘Underachievement by white working class children is symptomatic of larger issues plaguing the UK education system’., http://blogs.lse.ac.uk/politicsandpolicy/neoliberal-prerogatives-and-contextualizing-white-working-class-underachievement/ |
| 05/02/2015 |
Stahl, G. (2015) ‘Identity, Neoliberalism and Aspiration: Educating White Working-class Boys’. The Australian Sociological Association, https://tasayouth.wordpress.com/2015/02/05/identity-neoliberalism-and-aspiration-educating-white-working-class-boys/ |
About me
Doctor of Philosophy University of Cambridge
Masters of Education (International) New York University
Bachelor of Education (Literacy) Indiana University
Garth Stahl finished his I PhD from University of Cambridge in Education, Equity and Development. This PhD was completed through part-time study as he worked as a Teacher of English and Head of Sociology in a South London comprehensive school. He then worked at New York City at a charter school network before moving to South Australia taking up a position as Lecturer.
Urban Education
Educational Inequalities (class; race; gender, etc)
Social and Learner Identities
Bourdieu's Theory of Practice
Masculinities and Femininities in Education
Pupil Peer Group Cultures
Pupil Consultation and the Social Conditions of Learning
Identity
Neoliberalism
Aspiration and Mobility
Research
Excludes commercial-in-confidence projects.
How first-in-family males transition to Australian university life, ARC - Discovery Early Career Researcher Award, 01/01/2017 - 25/09/2020
2014-16 Exploring Indigenous Learning and Social Justice Values with Pre-Service Teachers
This project seeks to examine how UniSA pre-service teachers working in a remote indigenous community negotiate this challenging context. Using a collaborative case study research approach, the research investigates how pre-service teachers navigate relationships between policy and practice in diverse cultural contexts.
Role: Chief Investigator. Co-researchers: David Caldwell, Cindy Brock, Fenice Boyd, Erica Sharplin
2015-16 Disrupting Deficit Narratives of Refugee Students: Process of Being, Becoming and Belonging
This project investigates the impact of school-based pedagogical initiatives on developing cultural and schooling connections and on enhancing educational achievement amongst refugee students. Utilising a critical narrative inquiry methodology, the research examines conversations with refugee youth about school experiences.
Role: Co-researcher. Co-researchers: Alison Wrench, Hannah Soong, Robyn Garrett, Kathy Paige, Ruth Greer, Bill Lucas, Simon Biggs.
2015-16 School Lives of Muslim Students: Learning to Live in Culturally Diverse Societies
This project examine show schools teach for cultural diversity and citizenship in Australia. Working in collaboration with the International Centre for Muslim and Non-Muslim Understanding, the research entails multi-sited school ethnographies, mapping school structures, school culture and pedagogy.
Role: Co-researcher. Co-researchers: Alison Wrench, Hannah Soong, Andrew Peterson, Irabina Rigney, Rob Hattam
2014 Social Justice, Pedagogy and the Australian Curriculum
This project investigates curriculum and pedagogical innovation as middle years teachers implement the Australian Curriculum. The research focuses on how schools and teachers in northern suburbs state schools work with the Australian Curriculum as a critical, creative space in order to improve learning outcomes.
Role: Chief Investigator. Co-researchers: Cindy Brock, Jenni Carter
2014 Trainee-Teacher Development Through Video-Based Feedback (Teaching and Learning
Equipment Grant)
This project requires trainee-teachers to actively engage in feedback through watching lessons and commenting directly on what they see. The versatile web-based program can be used remotely, in real-time or pre-recorded. capitalizing on developing trainee teachers’ capacity to foster critical approaches to teacher observation.
Role: Chief Investigator. Co-researchers: Ben Kehrwald, Erica Sharplin
2013-14 Real-Time Coaching and Instant Feedback in Pre-service Teacher Training Education
This project focuses of the use of an innovative technology-based approach, Real-Time Coaching, to improve the skill-base of pre-service teachers strategically fostering practice and reflection in key areas which have been cited as common problems for new teachers (i.e. classroom management, clarity of instructions, etc).
Role: Chief Investigator. Co-researchers: Ben Kehrwald, Erica Sharplin
2013-16 Researcher, Young men’s trajectories, identities, networks in the post-school year
This project, a collaboration between the Centre for Research in Education and the Centre for Regional Engagement, focuses on young men’s masculine identities in a time of transition– the post-school year. The research applies the theoretical lenses of transition, intersectionality, networking and mobility to case studies.
Role: Co-researcher. Co-researchers: Sue Nichols
Research
Research since 2008 is shown below. To see earlier years visit ORCID, ResearcherID or Scopus
Open access indicates that an output is open access.
| Year | Output |
|---|---|
| 2018 |
Open access
18
19
16
|
| 2017 |
8
6
21
|
| 2017 |
15
7
32
|
| 2016 |
3
3
13
|
| Year | Output |
|---|---|
| 2017 |
1
8
|
| 2017 |
Open access
4
8
|
| 2015 |
|
| Year | Output |
|---|---|
| 2018 |
2
1
|
| 2018 |
1
|
| 2017 |
Open access
5
|
| 2017 |
Open access
1
|
| 2017 |
2
|
| 2016 |
9
1
6
|
| 2015 |
2
|
| 2015 |
|
| Year | Output |
|---|---|
| 2021 |
1
|
| 2021 |
|
| 2020 |
1
|
| 2020 |
3
3
51
|
| 2020 |
1
6
|
| 2020 |
1
1
|
| 2020 |
2
2
7
|
| 2020 |
11
|
| 2020 |
2
2
|
| 2019 |
10
9
25
|
| 2019 |
3
3
7
|
| 2019 |
3
2
|
| 2019 |
6
|
| 2019 |
2
|
| 2018 |
Open access
18
19
16
|
| 2018 |
1
5
|
| 2018 |
3
2
9
|
| 2017 |
Open access
1
1
29
|
| 2017 |
8
6
21
|
| 2017 |
15
7
32
|
| 2017 |
5
7
10
|
| 2017 |
Open access
6
5
16
|
| 2017 |
3
8
|
| 2017 |
23
20
9
|
| 2016 |
Open access
6
5
5
|
| 2016 |
9
5
15
|
| 2016 |
3
3
13
|
| 2016 |
24
16
7
|
| 2016 |
5
5
5
|
| 2015 |
Open access
|
| 2014 |
Open access
14
3
|
| 2013 |
19
18
4
|
| 2013 |
29
22
|
| 2012 |
6
3
1
|
| 2012 |
|
Research
Urban Education
Educational Inequalities (class; race; gender, etc)
Social and Learner Identities
Bourdieu's Theory of Practice
Masculinities and Femininities in Education
Pupil Peer Group Cultures
Pupil Consultation and the Social Conditions of Learning
Identity
Neoliberalism
Aspiration and Mobility
Stahl, G. (2016) ‘Why do white working-class boys shun university?’ The Guardian
Stahl (2015, June 24th) ‘White Working-Class Boys; French Thought’. In Jayne Egerton (Producer), BBC Radio 4 Thinking Allowed
Stahl, G. (2015) ‘Underachievement by white working class children is symptomatic of larger issues plaguing the UK education system’.
Stahl, G. (2015) ‘Identity, Neoliberalism and Aspiration: Educating White Working-class Boys’. The Australian Sociological Association Published Feb 5th 2015
External engagement & recognition
| Organisation | Country |
|---|---|
| Australian Catholic University | AUSTRALIA |
| Brandeis University | UNITED STATES |
| Charles Sturt University | AUSTRALIA |
| Chinese University of Hong Kong | HONG KONG |
| Deakin University | AUSTRALIA |
| Department of Human Services | AUSTRALIA |
| Flinders University | AUSTRALIA |
| Goldsmith University | UNITED KINGDOM |
| Kristiania University College | NORWAY |
| Liverpool Hope University | UNITED KINGDOM |
| LKMco | UNITED KINGDOM |
| Manchester Metropolitan University | UNITED KINGDOM |
| Monash University | AUSTRALIA |
| Oxford Brookes University | UNITED KINGDOM |
| Queensland University of Technology | AUSTRALIA |
| Royal College of Music | UNITED KINGDOM |
| Sheffield Hallam University | UNITED KINGDOM |
| Swarthmore College | UNITED STATES |
| University of British Columbia | CANADA |
| University of Cambridge | UNITED KINGDOM |
| University of Newcastle | AUSTRALIA |
| University of Pennsylvania | UNITED STATES |
| University of South Australia | AUSTRALIA |
| University Of South Carolina - Columbia | UNITED STATES |
| University of Wyoming | UNITED STATES |
External engagement & recognition
| Engagement/recognition | Year |
|---|---|
Associate EditorThe Australian Educational Researcher |
2018 |
ARC Discovery Early Career Researcher AwardAustralian Research Council (ARC) |
2017 |
Associate EditorThe Australian Educational Researcher |
2017 |
Editorial Board MemberBritish Journal of Sociology of Education |
2017 |
Editorial Board MemberSociological Research Online |
2017 |
Guest Editor for Special Issues: Contemporary Boys Literacies / Boys LiteraturesBoyhood Studies |
2017 |
Keynote on Social Mobility, Aspirations, Education and White Working-Class YouthCanterbury Christ Church University |
2017 |
Thinking Allowed White Working-Class Boys French ThoughtBBC Radio 4 |
2015 |
AERA
AARE
BERA
BSA
Garth Stahl has led curriculum design and taught extensively in the areas of teaching and learning throughout his career. Most recently, drawing on his research, Stahl secured internal funding to research innovative practice in Real-Time Coaching which will be the subject of a book in 2017 with Springer.
Since his time at UniSA Stahl have received several awards. First, he was awarded the Early Career Teacher of 2014 for the Division of Education, Arts and Social Sciences due to innovative practice and consistently excellent student evaluations. Second, in 2015 he was a finalist for the Division of Education, Arts and Social Sciences Student Choice Award for fostering student critical thinking.
Teaching & student supervision
Supervisions from 2010 shown
| Thesis title | Student status |
|---|---|
| Constructions of femininities and learner identities of first-in-family girls transitioning from secondary school into Australian universities | Current |
| Pedagogical possibilities: conceptualisations of professional identity by early career secondary English literature teachers | Current |
| Exploring Filipino teachers' identity and community engagements | Completed |
| Habitus and capital in play: practices of assessment in English studies in Indonesian and Australian higher education | Completed |
| The marketisation and commodification of leaders’, teachers’ and students’ work: an institutional ethnography of an all-boys school | Completed |
