Publications

Books

Riddle, S. (2022). Schooling for democracy in a time of global crisis: Towards a more caring, inclusive and sustainable future. Routledge.

Riddle, S., Heffernan, A. & Bright, D. (Eds.). (2022). New perspectives on education for democracy: Creative responses to local and global challenges. Routledge.

Riddle, S. & Apple, M. W. (Eds.). (2019). Re-imagining education for democracy. Routledge.

Baroutsis, A., Riddle, S. & Thomson, P. (Eds.). (2019). Educational research and the media: challenges and possibilities. Routledge.

Riddle, S., Bright, D. & Honan, E. (Eds.). (2018). Writing with Deleuze in the academy: creating monsters. Springer International Publishing.

Riddle, S. & Cleaver, D. (2017). Alternative schooling, social justice and marginalised students: teaching and learning in an alternative music school. Palgrave MacMillan.

Riddle, S., Harmes, M. & Danaher, P. (Eds.). (2017). Producing pleasure within the contemporary university. Sense Publishers.

Black, A., Trimmer, K. & Riddle, S. (Eds.). (2015). Mainstreams, margins and the spaces in-between: new possibilities for education research. Routledge.

Journal Articles

Aly, A., Blackmore, J., Bright, D., Hayes, D., Heffernan, A., Lingard, B., Riddle, S., Takayama, K. & Youdell, D. (2022). Reflections on how education can be for democracy in the twenty-first century. Journal of Educational Administration and History, 54(3), 357–372. https://doi.org/10.1080/00220620.2022.2084052

Apple, M., Biesta, G., Bright, D., Giroux, H., Heffernan, A., McLaren, P., Riddle, S. & Yeatman, A. (2022). Reflections on contemporary challenges and possibilities for democracy and education. Journal of Educational Administration and History, 54(3), 245–262. https://doi.org/10.1080/00220620.2022.2052029

Barton, G. & Riddle, S. (2022). Culturally responsive and meaningful music education: Multimodality, meaning-making, and communication in diverse learning contexts. Research Studies in Music Education, 44(2), 345–362. https://doi.org/10.1177/1321103X211009323

Hickey, A. & Riddle, S. (2022). Relational pedagogy and the role of informality in renegotiating learning and teaching encounters. Pedagogy, Culture and Society, 30(5), 787–799. https://doi.org/10.1080/14681366.2021.1875261

Hickey, A., Riddle, S., Robinson, J., Down, B., Hattam, R. & Wrench, A. (2022). Relational pedagogy and the policy failure of contemporary Australian schooling: Activist teaching and pedagogically driven reform. Journal of Educational Administration and History, 54(3), 291–305. https://doi.org/10.1080/00220620.2021.1872508

McGregor, G., Mills, M., Riddle, S. & Howell, A. (2022). Community solutions for schooling engagement: Two Australian case studies. Pedagogy, Culture and Society. https://doi.org/10.1080/14681366.2022.2068050

Mills, M., Riddle, S., McGregor, G. & Howell, A. (2022). Towards an understanding of curricular justice and democratic schooling. Journal of Educational Administration and History, 54(3), 345–356. https://doi.org/10.1080/00220620.2021.1977262

Riddle, S., Bright, D. & Heffernan, A. (2022). Education, policy and democracy: Contemporary challenges. Journal of Educational Administration and History, 54(3), 241–244. https://doi.org/10.1080/00220620.2022.2083678

Salton, Y., Riddle, S. & Baguley, M. (2022). The ‘good’ teacher in an era of professional standards: Policy frameworks and lived realities. Teachers and Teaching: Theory and Practice, 28(1), 51–63. https://doi.org/10.1080/13540602.2021.2017274

Riddle, S., Howell, A., McGregor, G. & Mills, M. (2021). Student engagement in schools serving marginalised communities. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1956605

Sheehan, H., & Riddle, S. (2021). The hero’s journey: Understanding the experiences and motivations of international secondary students. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2021.1947190

Riddle, S. (2019). Democracy and education in contemporary local-global contexts. International Education Journal: Comparative Perspectives, 18(1), 1–6.

Moffatt, A. & Riddle, S. (2019). Where are they now? Flexi school graduates reflect on their experiences of alternative education. International Journal of Inclusive Education. doi: 10.1080/13603116.2019.1615564

Riddle, S. & Heffernan, A. (2018). Education and democracy for complex contemporary childhoods. Global Studies in Childhood, 8(4), 319–324. doi: 10.1177/2043610618817370

Fogarty, B., Riddle, S., Lovell, M. & Wilson, B. (2018). Indigenous education and literacy policy in Australia: bringing learning back to the debate. Australian Journal of Indigenous Education 47(2), 185–197. doi: 10.1017/jie.2017.18

Riddle, S. (2017). An experiment in educational research-creation using music as diagram. Qualitative Inquiry, 23(9), 732–740. doi:10.1177/1077800417725352

Riddle, S. (2017). Disrupting student voice in education research through music. Reconceptualizing Educational Research Methodology, 8(1), 1–13. doi:10.7577/rerm.2142

Riddle, S. & Cleaver, D. (2017). Working within and against the grain of policy in an alternative school. Discourse: Studies in the Cultural Politics of Education, 38(4), 498–510. doi:10.1080/01596306.2015.1105790

Riddle, S. (2015). Singing songs as a creative method for narrative inquiry in the English classroom. English in Australia, 50(3), 71–74.

Cleaver, D. & Riddle, S. (2014). Music as engaging, educational matrix: Exploring the case of marginalised students attending an ‘alternative’ music industry school. Research Studies in Music Education, 36(2), 245–256. doi: 10.1177/1321103X14556572

Riddle, S. (2013). Youth as rhizome: music, machines, and multiplicities. Social Alternatives, 32(2), 45–48.

Riddle, S. & Cleaver, D. (2013). One school principal’s journey from the mainstream to the alternative. International Journal of Leadership in Education, 16(3), 367–378. doi: 10.1080/13603124.2012.732243

Riddle, S. (2008). Negotiating the English curriculum with Year 8 boys. English in Australia, 43(2), 51–58.

Book Chapters

Hickey, A., Riddle, S., Robinson, J., Hattam, R., Down, B. & Wrench, A. (2022). Relational pedagogy and democratic education. In S. Riddle, A. Heffernan, & D. Bright (Eds.), New perspectives on education for democracy: Creative responses to local and global challenges (pp. 200–212). Routledge.

Riddle, S., Heffernan, A. & Bright, D. (2022). On the need for a new democracy of education in a post-pandemic world. In S. Riddle, A. Heffernan, & D. Bright (Eds.), New perspectives on education for democracy: Creative responses to local and global challenges (pp. 3–8). Routledge.

Mills, M., McGregor, G., Riddle, S. & Howell, A. (2021). Educational leadership and the challenge of engaging young people in meaningful learning. In A. Heffernan & J. Brooks (Eds.), The school leadership survival guide: What to do when things go wrong, how to learn from mistakes, and why you should prepare for the worst (pp. 187–199). Information Age Publishing.

Riddle, S. & Apple, M. W. (2019). Education and democracy in dangerous times. In S. Riddle, & M. W. Apple (Eds.), Re-imagining education for democracy. Routledge.

Baroutsis, A., Thomson, P. & Riddle. S. (2019). Concluding thoughts, provocations, and speculations on education research and media. In A. Baroutsis, S. Riddle, & P. Thomson (Eds.), Educational research and the media: Challenges and possibilities (pp. 180–190). Routledge.

Thomson, P. & Riddle. S. (2019). Who speaks for teachers? Social media and teacher voice. In A. Baroutsis, S. Riddle, & P. Thomson (Eds.), Educational research and the media: Challenges and possibilities (pp. 119–134). Routledge.

Barton, G. & Riddle, S. (2018). Planning for literacies learning in the arts: A dual view. In R. Henderson (Ed.), Teaching literacies: Pedagogies and diversity (pp. 120–134). Oxford University Press.

Honan, E., Bright, D. & Riddle, S. (2018). Bringing monsters to life through encounters with writing. In S. Riddle, D. Bright, & E. Honan (Eds.), Writing with Deleuze in the academy: Creating monsters (pp.1–14). Springer International Publishing

Riddle, S. (2018). An experiment in writing that flows. In S. Riddle, D. Bright, & E. Honan (Eds.), Writing with Deleuze in the academy: Creating monsters (pp. 61–72). Springer International Publishing.

Knight, L., & Riddle, S. (2018). Artists and transpedagogy: Possibilities for enriching teaching and learning through radical engagement with the arts. In L. Knight & A. Cutcher (Eds.), Arts-research-education: Connections and directions (pp. 123–133). Springer International Publishing.

Riddle, S. (2018). Resisting educational inequity and the ‘bracketing out’ of disadvantage in contemporary schooling. In S. Gannon, W. Sawyer, & R. Hattam (Eds.), Resisting educational inequality: Reframing policy and practice in schools serving vulnerable communities (pp. 17–30). Routledge.

Riddle, S. (2018). Producing the academic apparatus of the early career researcher-musician-educator. In L. Knight & A. Cutcher (Eds.), Arts-research-education: Connections and directions (pp. 173–184). Springer International Publishing.

Harmes, M. K., Danaher, P. A. & Riddle, S. (2017). Partaking of pleasure: Regenerating the working lives of university academics. In S. Riddle, M. K. Harmes, & P. A. Danaher (Eds.), Producing pleasure in the contemporary university (pp. 1–12). Sense Publishers.

Riddle, S. (2017). ‘Do what sustains you’: Desire and the enterprise university. In S. Riddle, M. K. Harmes, & P. A. Danaher (Eds.), Producing pleasure in the contemporary university (pp. 25–36). Sense Publishers.

Riddle, S. & Cleaver, D. (2015). Speaking back to the mainstream from the margins: Lessons from one boutique senior secondary school. In K. Trimmer, A. Black & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 170–182). Routledge.

Riddle, S., Black, A. & Trimmer, K. (2015). Researching in-betweens: Blurring the boundaries of education research. In K. Trimmer, A. Black & S. Riddle (Eds.), Mainstreams, margins and the spaces in-between: New possibilities for education research (pp. 1–12). Routledge.

Riddle, S. (2014). Musicking as literacy: Possibilities and pragmatisms. In G. Barton (Ed.), Literacy in the arts: retheorising learning and teaching (pp. 235–249). Springer International Publishing.

Riddle, S. (2013). Looking for madness in the method: Rhizo-becoming in educational research. In W. Midgley, K. Trimmer & A. Davies (Eds.), Metaphors for, in and of Education Research (pp. 131–144). Cambridge Scholars Publishing.

Public Scholarship

Riddle, S. (2022, 27 July). Why is Peter Dutton trying to start another political fight over the school curriculum? The Conversation.

Riddle, S. (2021, 19 November). Yes, Australia’s PISA test results may be slipping, but new findings show most students didn’t try very hard. The Conversation.

Riddle, S. (2021, 3 May). Australian curriculum review: Strengthened but still a long way from an amazing curriculum for all Australian students. EduResearch Matters.

Riddle, S. (2021, 30 April). Proposed new curriculum acknowledges First Nations’ view of British ‘invasion’ and a multicultural society. The Conversation.

Riddle, S. (2019, 30 August). NAPLAN results show Year 3 students perform better than Year 9 in writing, and it’s a worrying trend. The Conversation.

Riddle, S. (2019). Re-imagining education for democracy in these politically troubled times. EduResearch Matters.

Riddle, S. (2017, 2 May). Charter schools and vouchers not a solution for Australian schooling. The Conversation.

Riddle, S. (2017, 14 March). Parents shouldn’t rely on My School data when choosing a school for their child. The Conversation.

Riddle, S. (2016). On music and literacy learning in the middle years. Literacy Learning: The Middle Years, 24(3), 16-18.

Riddle, S. (2016). These are testing times: will teacher tests make a difference in the classroom? Independent Education, 46(1), 12-13.

Riddle, S. (2016, 4 May). Budget 2016 brings temporary solutions for schools, and puts more demands on students and teachers. The Conversation.

Riddle, S. (2016, 15 February). Gravitational waves add a new note to our musical universe. The Conversation.

Riddle, S. & Honan, E. (2016, 16 March). Explainer: how is literacy taught in schools? The Conversation.

Riddle, S. and Lingard, B. (2016, 6 December). PISA results don’t look good, but before we panic let’s look at what we can learn from the latest test. The Conversation.

Riddle, S. (2016). What does the post-truth world hold for teachers and educational researchers? EduResearch Matters.

Riddle, S. (2015). NAPLAN’s tale of two territories: why ACT and NT are on opposite ends of the spectrum. In: Politics, policy and the chance of change: the conversation year book 2015. Melbourne University Press, Melbourne, pp. 194-197. ISBN 9780522869811

Riddle, S. (2015). Quick fixes not the answer for Indigenous literacy. Sydney PEN. pp. 23-24.

Riddle, S. (2015). Alternative schooling has important lessons for education in Australia. ACEL e-teaching (38).

Riddle, S. (2015). Educational researchers unite to challenge inequality in Australian schooling. EduResearch Matters.

Riddle, S. (2015, 18 February). A balanced approach is best for teaching kids how to read. The Conversation.

Riddle, S. (2015, 12 January). A teacher’s spelling doesn’t necessarily affect their teaching. The Conversation.

Riddle, S. (2015, 21 October). Children in care are falling behind in literacy and numeracy – but the problem is far bigger than that. The Conversation.

Riddle, S., & Fogarty, B. (2015, 11 February). Closing the Gap in education report card: needs improvement. The Conversation.

Riddle, S. (2015). On Donnelly and the dangers of dogmatism in our schools. T J Ryan Foundation, July 2015

Riddle, S. (2015, 1 April). Teachers learn over many years in the job – not just at university. The Conversation.

Riddle, S. (2015, 1 December). Testing teachers’ basic literacy and numeracy skills is pointless. The Conversation.

Riddle, S. (2015, 15 May). The education budget report card: ‘F’ for Fail. The Conversation.

Riddle, S. (2015, 27 August). The robots are coming for your job! Why digital literacy is so important for the jobs of the future. The Conversation.

Riddle, S. (2015, 4 May). Who needs teachers when computers can mark exams? The Conversation.

Riddle, S. (2015, 22 June). Withdrawing federal funding for public schooling would exacerbate two-tiered system. The Conversation.

Riddle, S. (2014, 2 July). ‘Biggest Loser’ policy on literacy will not deliver long-term gains. The Conversation.

Riddle, S. (2014, 14 February). Closing the gap on Indigenous literacy requires more than increased attendance. The Conversation.

Riddle, S. (2014, 15 January). Curriculum review set to reignite the ‘literacy wars’. The Conversation.

Riddle, S. (2014, 1 October). Education is a public good, not a private commodity. The Conversation.

Riddle, S. & Honan, E. (2014, 16 October). Hooked on the classics: literature in the English curriculum. The Conversation.

Riddle, S. (2014, 15 July). Indigenous literacy needs more than ‘sounding out’ words. The Conversation.

Riddle, S. (2014). Learning from alternative schooling: mainstream schools can benefit greatly. EduResearch Matters.

Riddle, S. (2014, 13 May). Pyne misses the point in education reform. The Conversation.

Riddle, S. (2014, 26 October). We need to act on equity in Australian schools now. EduResearch Matters.

Riddle, S. (2014, 4 March). Why poor kids continue to do poorly in the education game. The Conversation.

Riddle, S., Lingard, B. & Sellar, S. (2013, 3 December). Australia’s PISA slump is big news but what’s the real story? The Conversation.

Riddle, S. (2013, 2 October). My first ideology: teaching reading falls victim to the culture wars. The Conversation.

Riddle, S. (2013, 14 May). NAPLAN only measures a fraction of literacy learning. The Conversation.

Riddle, S. (2013, 12 June). Renaming English: does the world language need a new name? The Conversation.

Riddle, S. (2013, 24 May). The future for Ford workers: literacy will be key. The Conversation.

Riddle, S. (2013, 28 October). What would a more literate world look like? The Conversation.

Riddle, S. (2013, 8 April). Why we should never return to the three Rs. The Conversation.