Dip T., Grad Dip Ed Studies (Literacy), Master of Philosophy, Doctor of Philosophy
Co-Leader Research Strand "Speech, Language and Literacies" Research Institute for Professional Practice Learning and Education (RIPPLE)
Christine Edwards-Groves is a literacy educator committed to improving educational outcomes in rural settings. She has a long-term industry links and strong record of research achievement in the field of classroom interaction, dialogic pedagogies, teacher professional practice and development, and practice theory.
Christine is key researcher in the International Pedagogy, Education and Praxis Research Network (PEP), receiving a 10-year service award in 2017 for her active participation and leadership. In 2015, she was awarded the inaugural Literacy Research Grant for PETAA, as lead CI “Researching Dialogic Pedagogies”. Recognised as a world leader in action research, she was invited to co-chair the Global Assembly for Knowledge Democracy (2015-17).
In 2013, Christine was awarded an Australian Government Office for Learning and Teaching Citation for program innovation developing dialogic pedagogies among pre-service teachers. She has held a number of leadership and governance roles both at a school and Faculty level, and is the current Higher Degrees by Research Coordinator.
Christine Edwards-Groves is a practice theorist and conversation analyst studying classroom interaction, dialogic pedagogies, and teacher professional practice and development. These interconnected fields of education form the basis for her strong research output, evidenced by her ARC DP, record of peer-reviewed publications and invited national and international scholarly presentations for literacy teachers and educators and practice theorists. Much of her recent work involves studying and facilitating critical participatory action research with teachers and middle leaders in school settings.
Christine’s work, as CI on ARC Discovery project “Leading and Learning: Developing Ecologies of Educational Practices” (DP1096275), provided an empirical basis for the development of the theory of practice architectures and ecologies of practices (now taken up across the world in a range of disciplines including health, engineering and business, and across sectors from Early Childhood to Vocation Education). She was instrumental in introducing and developing the concept of ‘student practice’ as critical for studying educational leadership, teaching and learning practices. Her expertise in interaction analysis in research, and in a subsequent funded study conducted in secondary schools, involved leading the conversation analysis of classroom learning, teacher pedagogies and professional development practices and revealed distinctive ecological interconnections between pedagogy, professional development and student learning.
Extending the theory of practice architectures to the field of literacy, Christine Edwards-Groves was an invited contributor to National Literacy and Numeracy Week (2010) events and lead-author of the text “Classroom Talk: Understanding dialogue, Pedagogy and Practice”. Her research impact is evident in regular national and international invitations to present her theoretical and empirical work. It is noteworthy that the dissemination of her scholarship includes regular presentations at the following prestigious international research conferences: the annual American Educational Research Conference (AERA), the European Research in Education Conference (ECER) and the Australian Association for Research in Education conference (AARE). Her scholarship particularly in literacy, dialogic pedagogies and practice theory has also led to invited international presentations in Finland (Finnish National Education Mentoring Conference 2012; Jyvaskyla University, Finland, Practice Theory Symposium 2017), New Zealand (Seminar at Auckland University’s Dialogic Research Group 2018; Waikato University’s Practice Theory symposium 2018); Sweden (Gothenburg University, Theory of Practice Architectures Symposium 2013 & 16; Middle Leaders Symposium, 2016 & 17; Boras University, Student Dialogic Learning Practices, 2017), the UK (Leading PD for digital literacies age, Sheffield Hallam 2012; Huddersfield University Theory of Practice Architectures Workshop 2017, Cambridge University, Dialogic Research meeting, 2017), and the US (Buffalo University Dialogic Pedagogies Seminar, 2019).
In 2013, Christine was awarded an Australian Government Office for Learning and Teaching (OLT) Citation in 2013 for ‘program innovation demonstrating commitment to developing quality teaching practices among Bachelor of Education students through learning about and practising dialogic pedagogies in schools’. This award resulted from her research leadership in a three-year CSU Faculty of Education funded project that influenced the re-design of first year in-school professional experience to focus on improving classroom interaction and dialogic pedagogy as a core focus for pre-service teachers. Significantly, results from this study led to subsequent applications for dialogic research funding grants (e.g. the successful PETAA Research grant). Arising from findings from her co-led PETAA dialogue study “Researching dialogic pedagogies across the primary years” with Christina Davidson, Edwards-Groves’ expertise and impact has been recognised by recent invitations by education consultants to lead and steer the development of teacher participatory action research for developing dialogic pedagogies projects at scale in both Catholic and State sectors (e.g. NSW DET School project on Dialogic Writing in Disadvantaged Schools $69000; The Dialogic Turn project for SA DET 2018-19).
Christine is currently involved in the following research projects:
Bachelor of Education (EC/Primary)
Bachelor of Education (K-12)
Master of Education (MEd)
Doctor of Philosophy
Christine Edwards-Groves’ has demonstrated international, national and institutionalresearch and academic leadership. Her contribution to advancing knowledge in literacy education, dialogic pedagogies and practice are evidenced in her national and international research leadership (through the “Pedagogy Education & Praxis (PEP) International Research Network) and at an institutional level through her involvement in research activities that build research capacity at CSU and in the PEP Network. Christine is a key researcher in the PEP Research Network involving a consortium of 45 internationally based researchers from the UK, Netherlands, Scandinavia (Finland, Sweden and Norway), Colombia and the Caribbean.
Christine’s leadership in literacy includes her role as Associate Editor of Australian Journal of Language and Literacy AJLL. Her reputation in literacy education was recognised by the 2013 invitation by the NSW Minister for Education to be the literacy representative on the Minister’s Advisory Group Literacy and Numeracy MAGLN (with other notable Australian scholars and curriculum leaders from ACARA and ACER) that met regularly to provide ministerial advice relating to the mandated NSW Education policy "Greater Teaching, Inspired Learning".
Her influence, reputation and leadership in literacy education in national and international forums is evidenced by invitations to: i) evaluate, as “a leading literacy expert and researcher”, the oral language strand of the new Australian Curriculum Literacy Learning Progressions; ii) contribute as “a leading literacy pedagogy expert” from 2013-2017 to the NSW Education Minister’s Advisory Group for Literacy and Numeracy (MAGLN)(*details above); iii) participate in a 3 year international study investigating literacy teacher educators’ practices conducted by researchers from Toronto University, Canada (2012-14); and iv) join the international advisory board (with UK and US scholars), then collaborate in a major University of Wollongong research (2014-18) "Transforming Literacy Outcomes” TRANSLIT investigating the changing nature of literacy from preschool to secondary school. Christine is co-editor of the book “Transition and Continuity in School Literacy Development” (Bloomsbury, 2020, edited by P.Jones, E.Matruglio & C. Edwards-Groves), reporting on the TRANSLIT project is currently under preparation with colleagues form Wollongong University.
Recognition of Christine’s expertise is evidenced by her 2015 invitation as “an international leader in educational action research” to be a member of the International Advisory Committee for the World Congress on Action Research, and her 2016 invitation by the Founding Chair of the Action Research Networks of the Americas (ARNA) to be co-chair of the Global Assembly of Action Research Networks for Knowledge Democracy held in Colombia (2017) of an international ‘network of research networks’ (involving networks from Africa, Asia, Australia, Britain, Europe, The Americas) to examine global convergences in relation to knowledge production, social progress, epistemological diversity, and alternative globalization. The invitation stemmed from her leadership of the PEP research leadership was signified by her election (in Tromsø, Norway, 2013) as International co-leader and Australian co-ordinator of PEP International (of which she has been an active researcher since 2006). In this role she co-convened the annual PEP International research meeting (in Hong Kong 2014, Vaasa, Finland 2015, Brisbane 2016, Boras, Sweden 2017 & Melbourne 2018), convenes the annual PEP Australia meeting, and leads bi-monthly PEP CSU meetings. Her co-leadership of PEP International has involved the continued development and design of the PEP research program focused on Practice Theory, Action Research and Education Practice Development, and co-convenorship of the annual PEP International Doctoral School. In 2015 she co-convened an international Practice Theory symposium in Brisbane QLD that included renowned practice theorists Professor Theodore Schatzki (The University of Kentucky, US), Professor Stephen Billet (Griffith University) and Professor Stephen Kemmis (Charles Sturt University). This event resulted in her co-editorship of a 2017 Springer book on practice theory and education.
Among other reviewing and editorial responsibilities, Christine has been guest editor of special issues of Pedagogy, Culture and Society (2010), Educational Action Research (2016), School Leadership and Management (2019) and the Australian Journal of Language and Literacy (2020).
International Journal Review Boards
Editorial/journal review responsibilities:
Invited Reviewer for the following journals and textbooks:
Additional editorial review responsibilities:
Guest Lead Editor:
Educational Action Research (2016) - Special Issue: Partnership and Recognition in Action Research