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Doctor of Philosophy (Griffith University)
Associate Professor Naomi Barnes is a researcher interested in how political actors perform and respond to crises. With a specific focus on moral panics, she has focused on education politics in Australia, the US and the UK. Naomi is regularly asked to comment on how Australian teachers should respond to perceived threats to Australian nationalism, identity, and democracy. Naomi is the co-course co-ordinator of a future-focused Humanities and Social Sciences Curriculum Project at QUT and lectures future teachers in Modern History and Civics and Citizenship. She has worked for Education Queensland as a Senior Writer and has worked as a Secondary Humanities and Social Science teacher in the government, Catholic and Independent schooling sectors.
Additional information
Naomi was a Secondary History and Geography Teacher from 1997 to 2010 in Southeast and North Queensland. She has experience in the government, Catholic and Independent sectors. Naomi worked as a Head of Curriculum from 2005-2010 in all sectors and a Year Co-ordinator for three of those years. She also worked for Education Queensland on a curriculum project from 2012-2013. Naomi has a particular expertise in political education history.
- Watson, S. & Barnes, N. (2022). Online educational populism and New Right 2.0 in Australia and England. Globalisation, Societies and Education, 20(2), 208–220. https://eprints.qut.edu.au/208182
- Barnes, N., (2022). Parents, carers, and policy labor: Policy networks and new media. New Media and Society, 24(9), 2107–2126. https://eprints.qut.edu.au/208183
- Barnes, N., (2022). The social life of literacy education: How the 2018 #phonicsdebate is reshaping the field. Australian Educational Researcher, 49(2), 243–260. https://eprints.qut.edu.au/210011
- Barnes, N., Myers, M. & Knight, E. (2023). School choice to religiously discriminate: religiopolitical activism and secularism in public schooling. Journal of Educational Administration and History, 55(3), 323–340. https://eprints.qut.edu.au/237923
- Barnes, N., (2020). Trace publics as a qualitative critical network tool: Exploring the dark matter in the #MeToo movement. New Media & Society, 22(7), 1305–1319. https://eprints.qut.edu.au/202733
- Barnes, N. & Bedford, A. (2021). Unlocking Social Theory with Popular Culture: Remixing Theoretical Influencers. Springer. https://eprints.qut.edu.au/213053
- Barnes, N. & English, R. (2022). Everyone has been to school so everyone has an opinion: Why memories of school matter. In K. Heggart & S. Kolber (Eds.), Empowering teachers and democratising schooling: Perspectives from Australia (pp. 239–252). Springer. https://eprints.qut.edu.au/235577
- Barnes, N., Penn-Edwards, S. & Sim, C. (2015). A dialogic about using Facebook status updates for education research: a PhD student's journey. Educational Research and Evaluation, 21(2), 109–121. https://eprints.qut.edu.au/120906
- Barnes, N., (2017). Blogging as a method of inquiry. Reconceptualizing Educational Research Methodology, 8(1), 17–26. https://eprints.qut.edu.au/120895
- Lampert, J., Burnett, B., Comber, B., Ferguson, A. & Barnes, N. (2018). Quality teaching discourses: a contested terrain. In S. Gannon, R. Hattam & W. Sawyer (Eds.), Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities (pp. 150–158). Routledge. https://eprints.qut.edu.au/120904
- Title
- Curriculum, Resources and Teachers' Work
- Primary fund type
- CAT 1 - Australian Competitive Grant
- Project ID
- DP250100117
- Start year
- 2025
- Keywords
- Professional, Public or Private: Policy and Teacher Identity on Social Networking Sites
Professional Doctorate, Principal Supervisor
Other supervisors: Dr Radha Iyer