Barry Down  from Murdoch University in Perth Australia.

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    Emeritus Professor Barry Down
    BSocSc, GradDipEd, BEd, MEd, PhD Murd.

    Emeritus Professor, Murdoch University and Adjunct Professor University of South Australia, Centre for Research in Educational and Social Inclusion CRESI

    About me

    Barry Down is Emeritus Professor of Education at Murdoch University, Perth, Western Australia, Adjunct Professor, University of South Australia, Centre for Research in Educational and Social Inclusion (CRESI) and Visiting Professor, Curtin University, Perth. He commenced his teaching career in secondary schools before taking up a lecturing position in social studies education at Edith Cowan University (1986-2002). During this time, he held a number of administrative positions as Head of School and Associate Dean at the South West Campus. He graduated with a PhD from Murdoch University in 1993. In 2003 he was appointed Associate Professor at the newly established Rockingham campus of Murdoch University. Shortly afterward, he was appointed to the City of Rockingham Chair in Education (2004-2013), the first such position funded by a local government in Australia. In this period, he worked on four ARC Linkage Projects investigating student engagement, school-to-work transitions (with long-time collaborator Professor John Smyth), early career teacher resilience and the performance arts. His research focuses on young people’s lives in the context of shifts in the global economy, employment, poverty, (dis)engagement and school change. He has co-authored eight books, the most recent titled Rethinking school-to-work transitions: Young people have something to say (with John Smyth and Janean Robinson). He is co-editor (with Shirley Steinberg) of The Sage international handbook of critical pedagogies (Volumes 1-3). London: Sage.

    Teaching area

    I currently supervise doctoral and masters research students, work closely with classroom teachers and school leaders, and are actively involved in a number of school and community organisations including Big Picture Education Australia.

    Research areas

    My research interests include:

    • student (dis)engagement
    • critical policy ethnography
    • vocationalisation
    • youth and popular culture
    • narrative inquiry
    • critical pedagogy
    • teachers’ work
    • social science education
    • social justice

    My research is located in contexts where there are high levels of poverty, social dislocation and underachievement.

    Current projects


    Title: School Exclusionary Policies and Practices and their Impact (ARC DP210100116) (2021-2023)

    Project summary: This project aims to investigate how and why Australian schools use exclusionary practices to manage disorderly students. This project expects to generate new knowledge in the area of school discipline about the extent and impact of these practices. It will provide a detailed analysis of the political, legislative and policy frameworks that impact on exclusion rates. Expected outcomes of this project include alternative policy and practice recommendations for legislatures and education systems. This should provide significant benefits, such as reducing youth alienation from schooling; creating inclusive schools; reducing the financial burden of exclusion on individuals and governments; and improving the health and wellbeing of young people.

    Chief Investigators: A/Prof Anna Sullivan, Em/Prof Bruce Johnson, Adjunct Prof Barry Down & Dr Neil Tippett

    Book Series 

    Critical practitioner-scholars, DIO Academic Press, New York. DIO Press.

    Awards and grants

    Completed grants

    (2016) Building a research-rich teaching profession for Australia: A joint initiative of ATEA-AARE-ACDE (cADRE). This collaborative project set out to identify ideas, issues, challenges and opportunities in the Australian education ‘system’ and; provide recommendations for how participants (ie teachers, teacher educators, principals, bureaucrats) and other stakeholders can further develop a research-rich and self-improving education system.

    (2012) Big Picture Education Academy Project (2012-2016). This project investigated the experience of students, teachers and parents involved in an alternative ‘school within a school’ academy based on the innovative design distinguishers of Big Picture Education Australia (BPEA). The academy project was part of a much larger project funded by the Federal Government as a Department of Industry, Innovation, Science, Research and Tertiary Education (DIISRTE) Project Grant (2012–2016) called “MAP4U” or Murdoch’s Aspiration and Pathways for University Australian Federal Government.

    (2010) Getting a Job: Vocationalism, identity formation and schooling in communities at disadvantage (ARC Linkage LP110100031) (2010-2014). This research examined young people’s stories to investigate the barriers and obstacles to getting a job, and from their vantage point, identified the educational, policy and practice contexts that need to be created and more widely sustained in order to assist their career aspirations and life chances.

    (2011) Curriculum innovation and Big Picture Learning (2011-2013). This research project investigated the implementation of Big Picture Education Australia (BPEA) design principles in Australian schools. This three-year research project is being conducted in collaboration with Associate Professor Deb Hayes (University of Sydney) and Neil Day (Centre for Program Evaluation Melbourne Graduate School of Education University of Melbourne) and funded by the Origin Foundation.

    (2011) Young people and arts practice: Impact, evaluation, and the third space. identifying a better way forward (ARC Linkage LP110100619) (2011-2013). This research identified effective ways of developing young people’s creative responses to unknown futures in fragile communities. Through this project, the impact and conditions enabling young people’s agency and imagination were identified .

    2010) The Secondary Engagement Evaluation Project in Low SES Schools (A commissioned report prepared for the Department of Education, Perth, Western Australia). This research describes some of the key the policies and practices implemented at Yule Brook College, Thornlie SHS and Manjimup SHS that appear to be making a significant difference in terms of student engagement in low SES school communities. Chief Investigators: Prof Barry Down with Dr Kathryn Choules.

    (2010) School Research Framework and National Research Framework, Big Picture Education Australia (A Commissioned report for Big Picture Education Australia, Melbourne, Australia). This project provides a school based and national research framework for Big Picture Education Australia. It provides guidelines and advice on strategies to facilitate data collection and analysis on student and organisational learning for those schools adopting Big Picture design principles. Chief Investigators: Prof Barry Down, John Hogan and Associate Professor Ralph Straton.

    (2008) Addressing the teacher exodus: Enhancing early career teacher resilience and retention in changing times (ARC Linkage Grant ID LP 0883672) (2008-2013). This research produced new knowledge, strategies and recommendations  to keep early career teachers in the profession. Australia currently faces a teacher shortage crisis. Many new teachers leave the profession early in their careers. The difficulties faced by new teachers leading to this exodus are well documented. However, there is little research on how early career teachers develop resilience to overcome these difficulties and sustain their commitment to teaching. The research identified a range of policy initiatives and school based strategies to promote and sustain early career teacher resilience.

    (2008) Solid Kids Solid Schools: Conceptualising Bullying in an Aboriginal Context as reported by the Yameji Community (ARC Indigenous Discovery Grant ID D10989770). This project investigates the phenomenon of bullying in the context of the WA Yamaji community and the development of Aboriginal specific school and community-based responses. Chief Investigator: Julie Coffin, supervised by Prof Barry Down and Prof Donna Cross, ECU.

    (2006) Improving tertiary participation and retention: (Re)engaging students from low socio-economic backgrounds in the Rockingham region (A Murdoch University Research Excellence Grant Scheme (REGS) project). This small study investigates the university and community-related conditions that promote, support and sustain enhanced levels of tertiary participation and retention at the Rockingham campus. Chief Investigators: Prof Barry Down, City of Rockingham Chair in Education and Dr Jane Pearce, Rockingham campus.

    (2004) Enhancing School Retention: School and Community Linkages in Regional-Rural Western Australia (Australian Research Council Project ID: LP560339) (2005-2007). This research investigates the conditions that need to be to created and more widely sustained in order to retain young people for twelve years of schooling, particularly in regional-rural areas.  Chief Investigators: Prof John Smyth University of Ballarat and Prof Barry Down, Murdoch University.

    Awards and recognition
    • Adjunct Professor, University of South Australia, Centre for Research in Educational and Social Inclusion CRESI, SA, 5000, Australia
    • Emeritus Professor, Murdoch University, Perth, Western Australia
    • Visiting Professor, Curtin University, Perth, Western Australia
    • Australian Council of Deans of Education (ACDE), Outstanding Contribution to Education and Education Research, 2021.
    • Founding Board Member of The International Institute for Critical Pedagogy and Transformative Leadership
    • Two Vice Chancellor’s awards for Excellence in Research Supervision.
    • Vice Chancellor’s Award for Teaching Innovation.
    • Six Australian Research Council Linkage grants.
    • Inaugural City of Rockingham Chair of Education (2004-2013).
    • Editorial Board of the Australian Journal of Teacher Education (AJTE).
    • Visiting Fellow Chung Ang University, Seoul, South Korea.
    • Supervision to completion of 30 Doctoral and Masters theses.
    • Member of local School Boards and two community education committees.
    • Consultancies to WA Department of Education and Big Picture Education Australia.
    • Selected one of best 16 articles in the 50th anniversary edition of Melbourne Studies in Education (now Critical Studies in Education).

    Events and speaking engagements

    Some recent events and presentations (2015-)

    (2022) Down, B. Doing critical policy ethnography: Some reflections. Critical Policy Analysis CRESI Special Interest Group. UniSA, 11 October.

    (2022) Down, B. Critical theorizing and qualitative research in education. Summer Research Webinar. Hosted by the Western Australian (WAIER) in collaboration with the South Australian Institute for Education Research (SAIER) and Australian Council for Educational Research (ACER), 23 March.

    (2021) Hickey, A., Riddle, s., Robinson, J., Hattam, R., Down, B., & Wrench, A. Relational pedagogy and the policy failure of contemporary Australian schooling. Presentation to the Relation Centred Education Network (RCEN) 2021 Conference. 

    (2020) Down, B. Building the relational school. Relational pedagogy, disadvantage and the policy contours of Australian schooling research symposium, 21 September. (at 1:14:20)(2018) Critical qualitative research: What is it and why does it matter? Research Seminar Series with Professor Shirley Steinberg, University of Calgary, Murdoch University, 12 June.

    (2019) Down, B. Addressing educational inequality in Australia: Implications for research, policy and practice. RESI research seminar UniSA, 18 September(2018) Critical qualitative research: What is it and why does it matter? Research Seminar Series with Professor Shirley Steinberg, University of Calgary, Murdoch University, 12 June.

    (2018) Down, B. Critical youth activism. Research Seminar Series with Professor Shirley Steinberg, University of Calgary, Murdoch University, 19 June.

    (2018) White, S., Nuttall, J., Down, B., Shore, S., Woods, A., Mills, M., & Bussey, K.  Strengthening a research-rich teaching profession in Australia: International implications. British Education Research Association (BERA), Newcastle, 11-13 September.

    (2018) White, S., Nuttall, J., Down, B., Shore, S., Woods, A., Mills, M. Strengthening a research-rich teaching profession in Australia. American Education Research Association (AERA) Annual Conference, New York, 12-17 April.

    (2017) Down, B. Towards a pedagogy of personalisation: What can we learn from students? Mandurah Schools Network Conference, Halls Head Community College, Mandurah, 17 July, 2017.

    (2016) Down, B. Doing secondary school differently in the North. A forum hosted by Flinders University, South Australian Secondary Principals’ Association and the University of South Australia, Adelaide, 16-17 March.

    (2016) Robinson, J., Down, B., & Smyth, J.  Re-imagining public education. Re-imagining Australia: Encounter, recognition, and responsibility. International Australian Studies Association (InASA) Annual Conference, Perth Convention Centre, 7-9 December.

    (2016) Down, B.  ‘Getting a job: What young people have to say. Employability Workshop. Queensland University of Technology, Brisbane, 15-16 November.

    (2016) Down, B. Plenary speaker at the International Institute for Critical Pedagogy and Transformative Leadership (IICPTL) Annual Conference, University of Barcelona, Spain, 13-16 October.

    (2016) Down, B.  Moving beyond the academic and vocational divide in Australian schools: Towards curricular justice. Resisting educational inequality: ethnographic and critical approaches symposium. British Educational Research Annual Conference, Leeds, 13-15 September.

    (2016) Down, B. & Sullivan, A. ‘Classroom ready’ teachers: gaps and silences in current policy debates about teacher education. Early career teacher retention: A critical examination of the issues symposium. European Conference Educational Research, Dublin, 23-26 August.

    (2016) Down, B. Pesonalisation, student engagement and social justice: What’s the research showing? Big Picture Education Annual Conference, 31 Aug-2 Sept, Fremantle.

    (2016) Down, B. ‘Critical’ educational leadership in conservative times: Some provocations, tensions and dilemmas. What is educational leadership? Invited Webinar presentation for cADRE, 4 April, 2016.

    (2015) Down, B.  Rethinking mis/behaviour in schools: From ‘youth as a problem’ to the ‘relational school’. Challenging dominant views on behavior at school. Symposium – Challenging dominant views of behavior at school: Answering back symposium. Paper presented at the Australian Association for Research in Education (AARE) Annual Conference, 29 November – 3 December, Fremantle.

    (2015) Down, B. Moving beyond the academic and vocational divide in Australian schools. Reframing policy and practice in schools serving vulnerable communities symposium. Paper presented at the Australian Association for Research in Education (AARE) Annual Conference, 29 November – 3 December, Fremantle.

    (2015) Down, B. Moving beyond the academic and vocational divide in Australian schools. Paper presented at the Resisting Educational Inequality: Reframing policy and practice in schools serving vulnerable communities conference, Western Sydney University, 28-30 October, Sydney.

    (2015) Carr, D., & Down, B. Youth participation in education research – ‘the bricolage’. Paper presented at the Australian Association for Research in Education (AARE) Annual Conference, 29 November – 3 December, Fremantle.

    (2015) Hogan, J., Choules, K., Carr, D., Stone, H., & Down, B.  A pedagogy of aspirations: Promising practices. Paper presented at the Australian Association for Research in Education (AARE) Annual Conference, 29 November – 3 December, Fremantle.

    (2015) Down, B. Rethinking the conditions for young people ‘getting a job’: Kids have something to say. Engagement Forum, Edith Cowan University, 30 November, Perth.

    Professional and community service

    Book Series Editor
    • Critical Practitioner-Scholars with DIO Press (with Rob Hattam)
    Professional Associations
    • Member – American Educational Research Association (2012-2021)
    • Member – Australian Association for Research in Education (1987-2014)
    • Foundation Member – International Institute for Critical Pedagogy and Transformative Leadership  (2011-)
    Editorial Boards
    • Australian Journal of Teacher Education (AJTE)
    • Bold Visions Book Series, Sense Publishers
    • Taboo: The Journal of Culture and Education
    • Critical Youth Studies Reader. New York: Peter Lang Publishing
    International Advisory Board
    • Keeping the best: How school leaders engage and retain high quality early career teachers (ARC Linkage Grant - 2013-2016), UniSA.(
    Reviewer – Journals
    • Alberta Journal of Educational Research
    • Australian Journal of Teacher Education
    • Asia Pacific Journal of Teacher Education
    • Education Inquiry
    • Teaching Education
    • Pedagogies: An International Journal
    • Social Inclusion
    • International Journal of Inclusive Education
    • Teaching and Teacher Education

    Previous School Board and Committee Membership

    • Member – Rockingham Montessori School Board (2010-2021)
    • Member - Settlers Primary School Board (2013-15)
    • Member – Safety Bay SHS Board (Chair 2007-08) (2006-2012)
    • Member – Rockingham SHS Council (2009-15)
    • Member – Tranby College Board (2005-2013)
    • Member – Youth Education to Employment Committee (2010-11)
    • Member – WA Curriculum Framework Committee (2009-2010)
    • Member – Big Picture Education Australia Research Committee (2011-15)
    • Member – Improving the Health and Wellbeing of Children and Adolescents Rockingham /Kwinana Steering Committee (2005-06)
    • Member – Kwinana Communities for Children Steering Committee (2007-08)
    • Member – Kwinana Senior High School Governance Working Party (2007)
    • Member – Kwinana Senior High School Interagency Working Party (2007)
    • Ex-offico Member – Kwinana Industries Education Partnerships (KIEP) Board (2007)
    • Member – Kwinana Education Precinct Steering Committee (2005-006)
    • Member – KIEP Real Life Science Advisory Group (2007)


    Doctoral and masters supervisions

    Completed Theses

    (19 PhD, 3 EdD, 11 MEd & 4 Hons)

    (2022) Black, A. Streaming, social class and schooling in Western Australia: A critical ethnography of post-school reflections. PhD, Murdoch University.

    (2022) Jackson-Barrett, L. On Country Learning: Towards a Culturally Responsive Pedagogy for Aboriginal Education. PhD, Murdoch University.

    (2022) Keswhani, J. Nomadic subjectivity, identity, and agency: A critical ethnographic study of veiled Muslim women in Australia. PhD, Murdoch University.

    (2021) Murphy, J. Casual conversations: A critical autoethnography of the casualised academic experience within the neoliberal university. MEd, Murdoch University.

    (2021) Browning, I. School leadership and language games in neoliberal times: A critical ethnographic case study of the Independent Public Schools Policy in Western Australia. PhD, Murdoch University.

    (2020) Telfer, S. Effects of a within-school coaching model on teachers’ use of behavioural feedback and opportunities to respond. EdD, Murdoch University.

    (2018) Pandey, R. Transformative learning through ethical dilemma stories: An auto-ethnographic study. PhD, Murdoch University.

    (2018) Stone, H. Student experiences of relational pedagogy in a Big Picture Education Advisory at Willibe High School. PhD, Murdoch University.

    (2015) Jones, P. Engaging science pedagogies: What students have to say about science learning. MEd, Murdoch University.

    (2014) Hodgson, D. Raising the higher school leaving age in Western Australia: A governmental analysis of power and practice. PhD, Murdoch University.

    (2014) Ditchburn, G. A Critical Analysis of the Australian Curriculum (History). PhD, Murdoch University.

    (2013) McNulty, P. Creating a Democratic Classroom: The Reflective Journey of a Student Centred Teacher in a Middle School. MEd, Murdoch University.

    (2013) Stachowicz, E. Teaching for Social Justice: Challenging Stereotypes and Prejudice. MEd, Murdoch University.

    (2013) Carnes, R. Unsettling White Noise: Yarning About Aboriginal Education in Western Australian Prisons. PhD, Murdoch University.

    (2013) Brand, G. ‘You Don’t Know Half the Story”: Deepening the Dialogue with Young Mothers. PhD, Murdoch University.

    (2012) Kuteyi, B. Caught in the Middle: (Re)constructing Beginning Teachers’ Identities. PhD, Murdoch University.

    (2011) Gobby, B. The Governmentality of School Autonomy and Self-Management: A Foucauldian Analysis. PhD, Murdoch University.

    (2011) Robinson, J. ‘Troubling’ Behaviour Management: Listening to Student Voice. PhD, Murdoch University.

    (2010) Cunningham, C. Corrupted Principles: A Critically Reflective Journey into Plutocratic Grading Practices in an Elite Bolivian School. PhD, Murdoch University.

    (2010) O’Sullivan, D. A Critical Policy Trajectory Study of Local Area Education in Bunbury, Western Australia, 1998-2000. PhD, Murdoch University.

    (2008) Coble-Neal, F. Post-compulsory Curriculum Reform and the Changing Nature of Teachers’ Work, EdD, Murdoch University.

    (2007) Lorrimar, W. The New VET (TAFE) Environment: Implications for Teachers’ Work at Meadowbank Campus. MEd, Murdoch University.

    (2006) Shanks, P. A Critical Policy Analysis of the Crossroads Review: Implications for Higher Education in Regional Western Australia. MEd, Murdoch University.

    (2006) Choules, E. Transformative Pedagogy and Attitudes to Asylum Seekers. PhD, Murdoch University.

    (2006) Hodgson, D. Boys in and Out of School: Narratives of Early School Leaving. MEd, Murdoch University.

    (2005) Price, A. Chelas, Ansars and Acolytes: Becoming a Teacher In and For a Remote and Culturally Diverse Community. EdD, Murdoch University.

    (2005) Robinson, J. A Journey in (Re)claiming Teaching: A Critical Ethnography of Cape Neal High School. MEd, Edith Cowan University.

    (2004) Dobozy, E. Education In and For Democracy and Human Rights: Moving from Utopian Ideals to Grounded Practice. PhD, Murdoch University.

    (2003) Hubbard, J. The Practice of Homework: A Critical Ethnography. BEd (First Class Hons), Edith Cowan University.

    (2002)  Ross, D. Enacting My Theory and Politics of an Ethic of Love in Social Work Education. PhD, Edith Cowan University.

    (2002) Langridge, M. The Experience of Advanced Nurse Specialisation Education. PhD, Edith Cowan University.

    (2000) Voack, C. How Do Family Members Understand and Explain the Experience of Homework? A Case Study of Four Families. BEd (Hons), Edith Cowan University.

    (2000) Cameron, F. Reasons for Girls Non-Selection of Upper School Physical Education Studies in Years 11 and 12: Case Studies in a South West Regional High School. BEd (Hons), Edith Cowan University

    (1998) Forde, T. A Policy Critique of Student Outcome Statements in Western Australia. MEd, Edith Cowan University

    (1998) O’Brien, P. A Critical Analysis of Corporate Managerialism in Western Australian Public Schools: What Level Two Teachers Have To Say? MEd, Edith Cowan University

    (1997) Shepherdson, D. School Violence and School Practice: A Case Study of the Experiences of a Lower Secondary Male Student Using the Methodology of Participant Observation, MEd, Edith Cowan University



    • Wright, P., Down, B., (2021),Youth participatory arts, learning and social transformation: The story of BIG hARTpeople, place and culture,Brill.
    • Down, B., Smyth, J., Robinson, J., (2018),Rethinking School-to-Work Transitions in Australia: Young People Have Something to Say,springer.
    • Down, B., (2018),Resisting Educational Inequality,Taylor & Francis.
    • Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., Hunter, J., (2015),Early Career Teachers: Stories of Resilience,Springer.
    • Smyth, J., Down, B., McInerney, P., (2014),The Socially Just School: Making Space for Youth to Speak Back,Springer.
    • Smyth, J., Down, B., McInerney, P., Hattam, R., (2014),Doing Critical Educational Research: A Conversation with the Research of John Smyth,Peter Lang Publishing.
    • Smyth, J., Down, B., McInerney, P., (2010),'Hanging in with Kids' in Tough Times,Peter Lang Publishing.
    • Smyth, J., Angus, L., Down, B., McInerney, P., (2009),Activist and Socially Critical School and Community Renewal,Sense Publishers.
    • Smyth, J., Angus, L., Down, B., McInerney, P., (2008),Critically Engaged Learning: Connecting to Young Lives (Adolescent Cultures, School and Society),Peter Lang Publishing.


    • Down, B., Steinberg, S., (2020),Introduction: The legacy of Paulo Freire,In: The SAGE Handbook of Critical Pedagogies, Sage Publications Ltd., pages xi to i.
    • Down, B., Sullivan, A., (2019),"Classroom-Ready teachers",In: Attracting and Keeping the Best Teachers: Issues and Opportunities, Springer New York LLC, pages 39 to 61.
    • Robinson, J., Down, B., Smyth, J., (2019),Jacinta's story: Challenging neoliberal practices and creating democratic spaces in public high schools,In: Re-imagining education for democracy, Routledge, pages 156 to 173.
    • Down, B., (2018),Moving Beyond the academic and vocational divide in Australian schools,In: Resisting Education Inequality: Reframing Policy and Prative in Schools Serving Vulnerable Communities, Routledge, pages 31 to 40.
    • Down, B., (2017),Critically reflective practice: What is it and why is it needed now?,In: Powers of Curriculum: Sociological perspectives on Education, Oxford University Press, pages 119 to 141.
    • Down, B., (2016),Rethinking mis/behavior in schools: From youth as a problem to the relational school,In: Challenging dominant views on behavior at school: Answering back, Springer, pages 77 to 95.
    • Smyth, J., Down, B., McInerney, P., (2014),Introduction, Argument and Organisation,In: The Socially Just School: Making Space for Youth to Speak Back, Springer, pages 1 to 19.
    • Down, B., Smyth, J., (2012),Introduction: From Critique to New Scripts and Possibilities in Teacher Education,In: Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times, Springer, pages 1 to 9.
    • Down, B., (2012),Reconceptualising Teacher Standards: Authentic, Critical and Creative,In: Critical Voices in Teacher Education: Teaching for Social Justice in Conservative Times, Springer, pages 63 to 80.
    • Netherwood, K., Buchanan, J., Palmer, D., Stocker, L., Down, B., (2009),Valuing diversity in children's voice: a case study of children, stewardship and mapping the care of special places in the West Australian cluster,In: Values Education and Quality Teaching: The Double Helix Effect, David Barlow Publishing, pages 83 to 103.


    • Hickey, A., Riddle, S., Robinson, J., Down, B., Hattam, R., Wrench, A., (2021), Relational pedagogy and the policy failure ofcontemporary Australian schooling: activistteaching and pedagogically driven reform, Journal of Educational Administration and History, , , pages 1 - 16.
    • Fasching-Varner, K., Desmarchelier, R., Gerlach, D., Weins, P., Schrader, P., Down, B., Stewart, L., Stone, M., Bagnall, N., Luke, M., (2020), International Dialogues on Education: Past and Present, International Dialogues on Education: past and present, 7, 1, pages 113 - 127.
    • White, S., Down, B., Mills, M., Shore, S., Woods, A., (2020), Strengthening a research-rich teaching profession: An Australian study, Teaching Education, , , pages -.
    • Robinson, J., Down, B., Smyth, J., (2018), Shaking up neoliberal policy in schools: Looking for democratic alternatives in Jacintas satchel, Global Studies of Childhood, 8, 4, pages 392 - 403.
    • Down, B., Smyth, J., Robinson, J., (2017), Problematising vocational education and training in schools: using student narratives to interrupt neoliberal ideology, Critical Studies in Education, , , pages 1 - 19.
    • Down, B., Choules, K., (2017), Towards a pedagogy of personalisation: what can we learn from students?, Curriculum Perspectives (Journal Edition), 37, 1, pages 135 - 145.
    • Brand, G., Morrison, P., Down, B., (2015), "You don't know half the story": deepening the dialogue with young mothers in Australia, Journal of Research in Nursing, 20, 5, pages 353 - 369.
    • Hogan, J., Down, B., (2015), A STEAM School using the Big Picture Education (BPE) design for learning and school what an innovative STEM Education might look like, International Journal of Innovation in Science and Mathematics Education, 23, 3, pages 47 - 60.
    • Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, J., Hunter, J., (2014), Promoting early career teacher resilience: a framework for understanding and acting, Teachers and Teaching: theory and practice, 18, 2, pages 249 - 262.
    • Brand, G., Morrison, P., Down, B., (2014), How do health professionals support pregnant and young mothers in the community? A selective review of the research literature, Women and Birth, 27, 3, pages 174 - 178.
    • Wright, P., Davies, C., Haseman, B., Down, B., White, M., Rankin, S., (2013), Arts practice and disconnected youth in Australia: Impact and domains of change, Arts & Health: an international journal for research, policy and practice, 5, 3, pages 190 - 203.
    • Johnson, B., Down, B., (2013), Critically re-conceptualising early career teacher resilience, Discourse (Abingdon): studies in the cultural politics of education, 34, 5, pages 703 - 715.
    • Down, B., Smyth, J., (2012), 'Getting a job': Vocationalism, identity formation, and critical ethnographic inquiry, Journal of Educational Administrationand History, 44, 3, pages 203 - 219.
    • Robinson, J., Smyth, J., Down, B., McInerney, P., (2012), Pushed out, shut out: Addressing unjust geographies of schooling and work, International Journal on School Disaffection, 9, 2, pages 7 - 24.
    • Pearce, J., Down, B., (2011), Relational pedagogy for student engagement and success at university, The Australian Educational Researcher (AER), 38, 4, pages 483 - 494.
    • McInerney, P., Smyth, J., Down, B., (2011), 'Coming to a place near you?' The politics and possibilities of a critical pedagogy of place-based education, Asia - Pacific Journal of Teacher Education, 39, 1, pages 3 - 16.
    • Pearce, J., Down, B., Moore, E., (2010), Working-class heroes, Professional Educator, 9, 4, pages 18 - 21.
    • Pearce, J., Down, B., Aveling, N., Price, A., (2009), 'Critically' reinvigorating teacher education: Issues and dilemmas, New Community Quarterly, 7, 4, pages 6 - 8.
    • Down, B., (2009), Schooling, productivity and the enterprising self: beyond market values, Critical Studies in Education, 50, 1, pages 51 - 64.
    • Pearce, J., Down, B., Moore, E., (2008), Social class, identity and the 'good' student: Negotiating university culture, Australian Journal of Education, 52, 3, pages 257 - 271.
    • Down, B., Ditchburn, G., Lee-Hammond, L., (2008), Teachers' ideological discourses and the enactment of citizenship education, Curriculum Perspectives (Journal Edition), 28, 3, pages 1 - 12.
    • Smyth, J., Angus, L., Down, B., McInerney, P., (2006), Critical ethnography for school and community renewal around social class differences affecting learning, Learning Communities: international journal of adult and vocational learning, 3, 1, pages 121 - 152.
    • Down, B., (2006), A critical pedagogy of vocational education and training in schools and communities struggling with shifts in the global economy, Learning Communities: international journal of adult and vocational learning, 3, x, pages 94 - 120.
    • Down, B., (2006), Educational Science, Mental Testing, and the Ideology of Intelligence, Critical Studies in Education, 47, 1 & 2, pages 333 - 357.
    • Down, B., Wooltorton, S., (2004), Beginning Teaching in Rural-Remote Schools: Implications for Critical Teacher Development, Change. Transformations in Education, 7, , pages 31 - 46.
    • Smyth, J., Down, B., (2004), Beyond the Divide: Individual, Institutional and Community Capacity Building in a Western Australian Regional Context, Education in Rural Australia, 14, 2, pages 54 - 68.
    • Down, B., (2004), From Patriotism to Critical Democracy: Shifting Discourses of Citizenship Education in Social Studies, History of Education Review, 33, , pages 14 - 27.


    • Down, B., (2006),Re-imagining Teachers' Work for the 21st Century,In: 14th Australian Association for Environmental Education (AAEE) Biennial Conference (2006).
    • Down, B., (2006),Developing critically reflective teachers in "wacky" times,In: 34th Australian Teacher Education Association (ATEA) Annual Conference (2006).