Ian Hardy
Ian Hardy
School of Education, University of Queensland
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Changing practices, changing education
S Kemmis, J Wilkinson, C Edwards-Groves, I Hardy, P Grootenboer, ...
Springer Science & Business Media, 2013
Inclusive education policies: Discourses of difference, diversity and deficit
I Hardy, S Woodcock
International Journal of Inclusive Education 19 (2), 141-164, 2015
Ecologies of practices
S Kemmis, C Edwards-Groves, J Wilkinson, I Hardy
Practice, learning and change, 33-49, 2012
A logic of enumeration: The nature and effects of national literacy and numeracy testing in Australia
I Hardy
Journal of Education Policy 30 (3), 335-362, 2015
A logic of appropriation: Enacting national testing (NAPLAN) in Australia
I Hardy
Journal of education policy 29 (1), 1-18, 2014
My School? Critiquing the abstraction and quantification of education
I Hardy, C Boyle
Asia-Pacific Journal of Teacher Education 39 (3), 211-222, 2011
The politics of teacher professional development: Policy, research and practice
I Hardy
Routledge, 2012
Critiquing teacher professional development: teacher learning within the field of teachers' work
I Hardy
Critical Studies in Education 51 (1), 71-84, 2010
Relational architectures: Recovering solidarity and agency as living practices in education
C Edwards‐Groves, R Brennan Kemmis, I Hardy, P Ponte
Pedagogy, Culture & Society 18 (1), 43-54, 2010
Funding, reputation and targets: The discursive logics of high-stakes testing
S Lewis, I Hardy
Cambridge Journal of Education 45 (2), 245-264, 2015
Probing and problematizing teacher professional development for inclusion
S Woodcock, I Hardy
International Journal of Educational Research 83, 43-54, 2017
The ‘doublethink’of data: Educational performativity and the field of schooling practices
I Hardy, S Lewis
British Journal of Sociology of Education 38 (5), 671-685, 2017
Teacher professional development as an effect of policy and practice: A Bourdieuian analysis
I Hardy, B Lingard
Journal of Education Policy 23 (1), 63-80, 2008
Competing priorities in professional development: An Australian study of teacher professional development policy and practice
I Hardy
Asia‐Pacific Journal of Teacher Education 36 (4), 277-290, 2008
The value and valuing of continuing professional development: Current dilemmas, future directions and the case for action research
I Hardy, K Rönnerman
Cambridge journal of education 41 (4), 461-472, 2011
Governing teacher learning: Understanding teachers’ compliance with and critique of standardization
I Hardy
Journal of Education Policy 33 (1), 1-22, 2018
Tracking the topological: The effects of standardised data upon teachers’ practice
S Lewis, I Hardy
British Journal of Educational Studies 65 (2), 219-238, 2017
Praxis, practice and practice architectures
S Kemmis, J Wilkinson, C Edwards-Groves, I Hardy, P Grootenboer, ...
Changing practices, changing education, 25-41, 2014
Academic architectures: Academic perceptions of teaching conditions in an Australian university
I Hardy
Studies in Higher Education 35 (4), 391-404, 2010
Testing that counts: Contesting national literacy assessment policy in complex schooling settings
I Hardy
Australian Journal of Language and Literacy, The 36 (2), 67-77, 2013
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