Dr Garth Stahl
Associate Professor
School of Education
+61 7 336 56634
Researcher biography
Associate Professor Stahl's research interests focus on the relationship between education and society, socio-cultural studies of education, student identities, equity/inequality, and social change. Currently, his research projects and publications encompass theoretical and empirical studies of youth, sociology of schooling in a neoliberal age, gendered subjectivities, equity and difference as well as educational reform.
To date his scholarship has focused upon:
· Social and educational inequalities
· Learner Identities
· Student mobilities
· Masculinities
· Widening participation
He holds a PhD in Education (University of Cambridge), a Masters degree in International Education (New York University) and a Bachelors Degree in Secondary Education and English (Indiana University). He is a member and SIG Convener for the Australian Association of Researchers in Education (AARE) and the American Educational Research Association (AERA).
Associate Professor Stahl was awarded a Discovery Early Career Researcher Award (DECRA) from the Australian Research Council (2017-2019) where he researched the relationship between extreme disadvantage, masculinities and widening participation. In 2019, he was ranked by The Australian newspaper as one of the top 40 researchers in Australia who were less than 10 years into their career. Dr. Stahl is particularly interested in qualitative research methods, visual research methods and ethnography. At the University of Queensland, Dr. Stahl's teaches at the Undergraduate, Masters and PhD levels.
His research has been published in a range of international journals, including the Pedagogy, Culture and Society, the Journal of Educational Policy and Gender and Education. His books include Identity, neoliberalism and aspiration: educating white working-class boys (2015, Routledge), Ethnography of a neoliberal school: building cultures of success (2018, Routledge), Working-class masculinities in Australian higher education: policies, pathways and progress (2021, Routledge) and Gendering the First-in-Family Experience: Transitions, Liminality, Performativity (2022, Routledge) co-authored with Sarah McDonald.
He has held leadership positions in the American Educational Research Association (AERA) and the Australian Association for Research in Education (AARE).
Prior to working as a researcher, Stahl taught in secondary schools in the United Kingdom and the United States.
| Featured projects | Duration |
|---|---|
| STUDACT: Students’ understanding and appropriation of Global Citizenship education |
Books
Stahl, Garth, Adams, Ben, Baak, Melanie and Schulz, Samantha (2024). Vulnerability, extremism, and schooling: restorative practices, policy enactment, and managing risk. London, United Kingdom: Rowman & Littlefield.
Stahl, Garth, Mu, Guanglun Michael, Soong, Hannah and Dai, Kun (2024). Mapping Transnational Habitus : Epistemology, Theory and Boundaries. London: Palgrave Macmillan UK. doi: 10.1057/978-1-349-96103-0
Col, Lee Del and Stahl, Garth (2023). Working in a Survival School : Exploring Policy Tensions, Marketisation and Performativities. London: Routledge. doi: 10.4324/9781003326984
Stahl, Garth and Zhao, Yang eds. (2023). Migratory men: place, transnationalism and masculinities. London, United Kingdom: Routledge. doi: 10.4324/9781003353232
Stahl, Garth (2022). Self-made men: widening participation, selfhood and first-in-family males. Cham, Switzerland: Palgrave Macmillan . doi: 10.1007/978-3-031-07954-2
Stahl, Garth and McDonald, Sarah (2022). Gendering the first-in-family experience: transitions, liminality, performativity. London, United Kingdom: Routledge. doi: 10.4324/9781003132844
Stahl, Garth (2022). Working-class masculinities in Australian higher education : policies, pathways and progress. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781003054184
Stahl, Garth, Sharplin, Erica and Kehrwald, Benjamin (2018). Real-time coaching and pre-service teacher education. Singapore: Springer. doi: 10.1007/978-981-10-6397-8
Stahl, Garth (2018). Ethnography of a neoliberal school: building cultures of success. New York, NY, United States: Routledge. doi: 10.4324/9781315616490
Stahl, G. (2015). Identity, neoliberalism and aspiration: educating white working-class boys. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315774824
Book Chapters
Stahl, Garth, Mu, Guanglun Michael, Ayling, Pere and Weininger, Elliot B. (2024). Introduction: applying Bourdieu in educational research. The Bloomsbury handbook of Bourdieu and educational research. (pp. 1-17) edited by Garth Stahl, Guanglun Michael Mu, Pere Ayling and Elliot B. Weininger. London, United Kingdom: Bloomsbury Academic.
Burnard, Pamela and Stahl, Garth (2024). Coupling Bourdieu and Barad: exploring the vitality of cross-cutting conceptual meetings. The Bloomsbury handbook of Bourdieu and educational research. (pp. 47-59) edited by Garth Stahl, Guanglun Michael Mu, Pere Ayling and Elliot B. Weininger. London, United Kingdom: Bloomsbury Academic.
Stahl, Garth (2024). “Pedagogies of the Poor” to “Pedagogies on the Poor”: compliance, grit, and the corporeal. Handbook of curriculum theory, research, and practice. (pp. 727-741) edited by Peter Pericles Trifonas and Susan Jagger. Dordrecht, Netherlands: Springer International Publishing. doi: 10.1007/978-3-031-21155-3_39
Stahl, Garth and Mu, Guanglun Michael (2024). Pierre Bourdieu: Revisiting Reproduction, Cultural Capital, and Symbolic Violence in Education. The Palgrave Handbook of Educational Thinkers. (pp. 1199-1214) Cham: Springer International Publishing. doi: 10.1007/978-3-031-25134-4_128
Moore, Samuel, Smith, James A., Gupta, Himanshu, Stahl, Garth, Uink, Bep, Hill, Braden, Fleay, Jesse J., Rung, Daile L., Harvey, Andrew and Radoll, Peter (2023). Exploring the social and cultural determinants of Indigenous males’ participation and success in higher education in Australia. Health promotion with adolescent boys and young men of colour: Global strategies for advancing research, policy, and practice in context. (pp. 119-137) edited by James A. Smith, Daphne C. Watkins and Derek M. Griffith. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-22174-3_8
Gupta, Himanshu, Smith, James A., Stahl, Garth, Harvey, Andrew, Hill, Braden and Fleay, Jesse J. (2023). Applying Indigenous data sovereignty principles to research with young Indigenous males: Lessons for health promotion from a higher education project in Australia. Health promotion with adolescent boys and young men of colour: Global strategies for advancing research, policy, and practice in context. (pp. 139-150) edited by James A. Smith, Daphne C. Watkins and Derek M. Griffith. Cham, Switzerland: Springer. doi: 10.1007/978-3-031-22174-3_9
Stahl, Garth and Zhao, Yang (2023). Introduction. Migratory men: place, transnationalism and masculinities. (pp. 1-12) edited by Garth Stahl and Yang Zhao. London, United Kingdom: Routledge. doi: 10.4324/9781003353232
Stahl, Garth and McDonald, Sarah (2023). The first-in-family experience: gendered and classed subjectivities in elite higher education. International encyclopedia of education. (pp. 392-397) edited by Robert J. Tierney, Fazal Rizvi and Kadriye Ercikan. New York, NY United States: Elsevier. doi: 10.1016/b978-0-12-818630-5.02108-4
Stahl, Garth (2022). “Pedagogies of the Poor” to “Pedagogies on the Poor”: Compliance, Grit, and the Corporeal. Handbook of Curriculum Theory and Research. (pp. 1-15) Cham: Springer International Publishing. doi: 10.1007/978-3-030-82976-6_39-1
Stahl, Garth and Mu, Guanglun Michael (2022). Pierre Bourdieu: Revisiting reproduction, cultural capital, and symbolic violence in education. The Palgrave Handbook of Educational Thinkers. (pp. 1-16) edited by Brett A. Geier. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-030-81037-5_128-1
Stahl, Garth (2022). Constructing the neoliberal citizen: an ethnographic investigation of corporatized practices in education. Institutions and organizations as learning environments for participation and democracy: opportunities, challenges, obstacles. (pp. 69-85) edited by Reingard Spannring, Wilfried Smidt and Christine Unterrainer. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-031-17949-5_4
Burnard, Pamela and Stahl, Garth (2021). Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers. The Routledge Handbook to Sociology of Music Education. (pp. 258-274) edited by Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos and Patrick Schmidt. London, United Kingdom: Taylor and Francis. doi: 10.4324/9780429504631-18-25
Stahl, Garth (2021). An accidental institutional ethnographer: reflections on paradoxes and positionality. Becoming an educational ethnographer: the challenges and opportunities of undertaking research. (pp. 95-110) edited by Juana M. Sancho-Gil and Fernando Hernández-Hernández. New York, NY, United States: Routledge.
Stahl, Garth and McDonald, Sarah (2021). Thinking with habitus in the study of learner identities. The handbook of critical theoretical research methods in education. (pp. 199-211) edited by Cheryl E. Matias. Abingdon, Oxon United Kingdom: Routledge. doi: 10.4324/9780429056963-13
Burnard, Pamela and Stahl, Garth (2021). Mobilising capitals in the creative industries: an investigation of emotional and professional capital in women creatives navigating boundaryless careers. The Routledge Handbook to Sociology of Music Education. (pp. 258-274) edited by Ruth Wright, Geir Johansen, Panagiotis A. Kanellopoulos and Patrick Schmidt. Abingdon, Oxon, United Kingdom: Taylor and Francis. doi: 10.4324/9780429504631-18-25
Sharplin, Erica , Stahl, Garth and Kehrwald, Ben (2020). Real-time coaching for pre-service teachers. Oxford Research Encyclopedia: Education. (pp. ---) London, United Kingdom: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.422
Stahl, Garth (2020). Class differences and impact on student access and outcomes. The SAGE Encyclopedia of Higher Education. edited by Miriam E. David and Marilyn J. Amey. London, United Kingdom: SAGE. doi: 10.4135/9781529714395.n94
Stahl, Garth (2020). The making of neoliberal citizenship in the United States: inculcation, responsibilization, and personhood in a “No-Excuses” charter school. The Palgrave handbook of citizenship and education. (pp. 211-225) edited by Andrew Peterson, Garth Stahl and Hannah Soong. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-319-67828-3_79
Stahl, Garth and Young, John (2019). ‘ACE Boys’: gender discourses and school effects in how first-in-family males aspire to Australian university life. Youth, inequality and social change in the global south. (pp. 67-81) edited by Hernan Cuervo and Ana Miranda. Singapore: Springer. doi: 10.1007/978-981-13-3750-5_5
Stahl, Garth (2019). Putting habitus to work: habitus clivé, negotiated aspirations and a counter habitus?. International perspectives on theorizing aspirations: applying Bourdieu's tools. (pp. 68-80) edited by Garth Stahl, Derron Wallace, Ciaran Burke and Steve Threadgold. London, United Kingdom: Bloomsbury Academic. doi: 10.5040/9781350040359.0013
Stahl, Garth and Dale, Pete (2018). Masculine learner identities in the field of student-directed musical learning. Bourdieu’s field theory and the social sciences. (pp. 39-52) edited by James Albright, Deborah Hartman and Jacqueline Widin. Singapore, Singapore: Palgrave Macmillan. doi: 10.1007/978-981-10-5385-6_3
Stahl, Garth (2018). Counternarratives to neoliberal aspirations: white working-class boys' practices of value-constitution in formal education. Education and working-class youth: reshaping the politics of inclusion. (pp. 55-77) edited by Robin Simmons and John Smyth. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-319-90671-3_3
Stahl, Garth, Dobson, Stephen and Redillas, Stephen (2018). Trialling innovation: studying the philosophical and conceptual rationales of demonstration schools in universities. Transforming education: design and governance in global contexts. (pp. 79-92) edited by Leon Benade and Mark Jackson. Singapore: Springer Singapore. doi: 10.1007/978-981-10-5678-9_5
Stahl, Garth (2017). Pathologizing the white "unteachable": South London’s working-class boys' experiences with schooling and discipline. The School to Prison Pipeline: The Role of Culture and Discipline in School. (pp. 91-112) edited by Nathern S. Okilwa, Muhammad Khalifa and Felecia M. Briscoe. Bingley, United Kingdom: Emerald Publishing. doi: 10.1108/s2051-231720160000004006
Stahl, Garth, Nelson, Joseph Derrick and Wallace, Derron O. (2017). Introduction. Masculinity and Aspiration in an Era of Neoliberal Education: International Perspectives. (pp. 1-15) New York, NY United States: Routledge. doi: 10.4324/9781315649108
Nichols, Sue and Stahl, Garth (2017). "Gotta get that laziness out of me": negotiating masculine aspirational subjects in the transition from school to university. Masculinity and aspiration in an era of neoliberal education: international perspectives. (pp. 166-184) edited by Garth Stahl, Joseph Nelson and Derron Wallace. New York, NY, United States: Routledge.
Stahl, Garth, Nelson, Joseph Derrick and Wallace, Derron O. (2017). Conclusion: masculinity and aspiration in the era of neoliberal education. Masculinity and aspiration in an era of neoliberal education: international perspectives. (pp. 202-213) edited by Garth Stahl, Joseph Nelson and Derron Wallace. New York, NY, United States: Taylor and Francis.
Spohrer, Konstanze and Stahl, Garth (2017). Policy logics, counter-narratives, and new directions: boys and schooling in a neoliberal age. Masculinity and aspiration in an era of neoliberal education: international perspectives. (pp. 19-33) edited by Garth Stahl, Joseph Nelson and Derron Wallace. New York, NY, United States: Routledge.
Stahl, Garth and Dale, Pete (2015). DJ and MC habitus and ‘skillz’ in peer-led learning cultures. Bourdieu and the sociology of music education. (pp. 127-142) edited by Pamela Burnard and Ylva Hofvander Trulsson. London, United Kingdom: Routledge.
Stahl, Garth (2015). Egalitarian habitus: narratives of reconstruction in discourses of aspiration and change. Bourdieu, habitus and social research. (pp. 21-38) edited by Cristina Costa and Mark Murphy. New York, NY, United States: Palgrave Macmillan. doi: 10.1057/9781137496928_2
Journal Articles
Stahl, Garth and Asplund, Stig-Börje (2024). Beyond Mental and Manual: Investigating the Historical and Contemporary Borderlands Between Working-Class and Middle-Class Masculinities. Sociological Research Online. doi: 10.1177/13607804241285620
Stahl, Garth D and Nguyen, Tin Pham (2024). Adaptation, change and reaffirmation: investigating the limits of young working-class men adapting to elite higher education institutions. Research Papers in Education, ahead-of-print (ahead-of-print), 1-21. doi: 10.1080/02671522.2024.2394045
Stahl, Garth, Adams, Ben and Oberg, Glenys (2024). Understanding the Role of Masculinity through the Perspectives of Countering Violent Extremism (CVE) Intervention Practitioners Engaged in Men’s (de)Radicalization. Gender Issues, 41 (4) 19. doi: 10.1007/s12147-024-09338-4
Xu, Wen and Stahl, Garth (2024). African students consuming the Chinese higher education market: the role of pre-mobility capital(s) in transnational social reproduction strategies. Globalisation, Societies and Education, ahead-of-print (ahead-of-print), 1-14. doi: 10.1080/14767724.2024.2398205
Opozda, Melissa J., Bonson, Jason, Vigona, Jahdai, Aanundsen, David, Paradisis, Chris, Anderson, Peter, Stahl, Garth, Watkins, Daphne C., Black, Oliver, Brickley, Bryce, Canuto, Karla J., Drummond, Murray J. N., Miller, Keith F., Oth, Gabriel, Petersen, Jasmine, Prehn, Jacob, Raciti, Maria M., Robinson, Mark, Rodrigues, Dante, Stokes, Cameron, Canuto, Kootsy and Smith, James A. (2024). Navigating the cultural adaptation of a US-based online mental health and social support program for use with young Aboriginal and Torres Strait Islander males in the Northern Territory, Australia: Processes, outcomes, and lessons. International Journal for Equity in Health, 23 (1) 165, 1-15. doi: 10.1186/s12939-024-02253-w
Stahl, Garth, Adams, Ben and Oberg, Glenys (2024). “If you don’t have rapport, you haven’t got anything really”: affective intensities, relationality and rapport building in the work of CVE Intervention Practitioners. Dynamics of Asymmetric Conflict, ahead-of-print (ahead-of-print), 1-18. doi: 10.1080/17467586.2024.2380687
Stahl, Garth, McDonald, Sarah, Nguyen, Tin and Fairbairn, Kirsten (2024). The Necessity of Trust: Young Men from Low Socio-Economic Backgrounds Reflecting on What Counts in Career Counselling at the Secondary Level. British Journal of Educational Studies, ahead-of-print (ahead-of-print), 1-24. doi: 10.1080/00071005.2024.2374073
Stahl, Garth, Oberg, Glenys, Fairbairn, Kirsten, McLay, Kate, Noble, Christy, Sale, Martin, Mandrusiak, Allison, MacMahon, Stephanie, Findlay, Wendy and Zafar, Sobia (2024). Investigating the development of peer-led asynchronous digitally mediated feedback in higher education: three case studies. Reflective Practice, 25 (5), 1-22. doi: 10.1080/14623943.2024.2372882
Stahl, Garth and Zhao, Yang (2024). Entrepreneurial working-class masculinities and curating the corporeal: social media influencers, porntrepreneurs and the case of OnlyFans. International Journal of Gender and Entrepreneurship, ahead-of-print (ahead-of-print). doi: 10.1108/ijge-03-2024-0086
Stahl, Garth, Keddie, Amanda and Scholes, Laura (2024). Boyhood in 21st Century Educative Contexts. International Journal of Educational Research, 127 102403, 102403. doi: 10.1016/j.ijer.2024.102403
Stahl, Garth, Fugurally, Shaneeza, Hu, Yating, Nguyen, Tin and McDonald, Sarah (2024). “I come from a poor family”: deciphering how working-class young men aspire to and experience their journeys in STEM higher education. The Australian Educational Researcher. doi: 10.1007/s13384-024-00724-1
McDonald, Sarah and Stahl, Garth (2024). ‘Girls do this, guys do that’: how first-in-family students negotiate working-class gendered subjectivities during a time of social change. The Australian Educational Researcher, 51 (3), 973-993. doi: 10.1007/s13384-024-00717-0
Stahl, Garth, Asplund, Stig-Börje and Scholes, Laura (2024). Investigating the role of identity versatility in the discursive production of working-class boyhood, learner identities and educational engagement. Review of Education, Pedagogy, and Cultural Studies, 46 (4), 1-21. doi: 10.1080/10714413.2024.2326391
Stahl, Garth and McDonald, Sarah (2024). ‘I’d rather not bring any attention to myself’: shyness and belonging(s) during the first-year university experience. Research in Post-Compulsory Education, ahead-of-print (ahead-of-print), 1-19. doi: 10.1080/13596748.2023.2285629
Xu, Wen, Stahl, Garth and Poole, Adam (2024). The dialogical self and the multiplicity of I-positions: Experiences of becoming a teacher in the international practicum. Culture & Psychology, 30 (4), 887-902. doi: 10.1177/1354067X241226453
Xu, Wen and Stahl, Garth (2024). ‘Your skin is like crocodile’s’: a case study of an African wài guó student in China. Globalisation, Societies and Education, 22 (1), 90-101. doi: 10.1080/14767724.2023.2193317
McDonald, Sarah, Stahl, Garth, Nguyen, Tin and Fairbairn, Kirsten (2024). Resourcing their own aspirations: first-infamily young people and DIY career counselling. British Journal of Educational Studies, 72 (2), 235-252. doi: 10.1080/00071005.2023.2279571
Fudiyartanto, Fuad Arif and Stahl, Garth (2024). Theorizing the professional habitus: operationalizing Bourdieu to explore the role of pedigree in Indonesian higher education. British Journal of Sociology of Education, 45 (2), 157-172. doi: 10.1080/01425692.2023.2291324
Stahl, Garth (2023). Review of The culture trap: ethnic expectations and unequal schooling for Black youth By Derron Wallace, Oxford: Oxford University Press, 2023, pp. 296. £74.00. ISBN: 9780197531464. Children and Society, 38 (2), 727-728. doi: 10.1111/chso.12821
Adams, Ben, Stahl, Garth and Oberg, Glenys (2023). “The ideology becomes a way to make sense of that disconnection”: beliefs, behaviour and belonging – does ideology matter in countering violent extremism?. Critical Studies on Terrorism, 16 (4), 648-671. doi: 10.1080/17539153.2023.2266951
Del Col, Lee and Stahl, Garth (2023). Surviving the educational landscape: a case study of leadership, policy tensions and marketisation. The Australian Educational Researcher, 51 (4), 1687-1706. doi: 10.1007/s13384-023-00659-z
Xu, Wen and Stahl, Garth (2023). Routine literacy practices as a cultural agenda: children’s experiences of writing “difficult” Chinese characters in Australia. Journal of Language, Identity and Education, 1-12. doi: 10.1080/15348458.2023.2252515
Scholes, Laura, McDonald, Sarah, Stahl, Garth and Comber, Barbara (2023). Many truths, many knowledges, many forms of reason: Understanding middle‐school student approaches to sources of information on the internet. British Educational Research Journal, 50 (1), 53-72. doi: 10.1002/berj.3909
Stahl, Garth, Smith, James A., Harvey, Andrew, Hill, Braden, Gupta, Himanshu, Moore, Sam and Wang, Jianing (2023). “I tell my brothers that it can be done”: Indigenous males navigating elite Australian higher education. Research in Post-Compulsory Education, 28 (3), 418-438. doi: 10.1080/13596748.2023.2221118
Xu, Wen and Stahl, Garth (2023). Emotionality, spatiality and relationality: deciphering the emotional geographies of Chinese language education in Australia. Journal of Multilingual and Multicultural Development. doi: 10.1080/01434632.2023.2240754
Smith, James A., Stahl, Garth, Harvey, Andrew, Hill, Braden, Gupta, Himanshu, Moore, Sam and Wang, Jianing (2023). Understanding the identity work and aspirations of Indigenous males navigating elite Australian higher education. Educational Review, 1-21. doi: 10.1080/00131911.2023.2232559
Stahl, Garth, Burnard, Pamela and McDonald, Sarah (2023). Exploring the experiences of women social entrepreneurs: advancing understandings of ‘emotional capital’ in women-only networks. Feminist Review, 134 (1), 86-103. doi: 10.1177/01417789231166417
Oberg, Glenys, Adams, Ben and Stahl, Garth (2023). The role of trauma and mental health in violent extremism: the perceptions of countering violent extremism (CVE) practitioners and why we can’t get it wrong. Journal of Aggression, Maltreatment and Trauma, 32 (12), 1-19. doi: 10.1080/10926771.2023.2233920
Stahl, Garth, Adams, Ben and Wang, Jianing (2023). ‘You don’t really want to hide it…’: exploring young working-class men’s mental health literacy. Disability & Society, 39 (11), 1-22. doi: 10.1080/09687599.2023.2228469
Stahl, Garth, Schulz, Samantha, Baak, Melanie and Adams, Ben (2023). “You fight your battles and you work out how you’re going to change”: the implementation, embedding and limits of restorative practices in an Australian rural community school. Asia-Pacific Journal of Teacher Education, 52 (1), 82-100. doi: 10.1080/1359866x.2023.2228215
Stahl, Garth, Soong, Hannah, Mu, Guanglun Michael and Dai, Kun (2023). A fish in many waters? Addressing transnational habitus and the reworking of bourdieu in global contexts. Sociological Research Online, 29 (2), 418-437. doi: 10.1177/13607804231180021
Stahl, Garth and Adams, Ben (2023). My brother’s keeper: masculinities, social mobility and the role of familial care for working-class men. Families, Relationships and Societies, 13 (4), 1-19. doi: 10.1332/204674321x16845078230313
Stahl, Garth and Wang, Jianing (2023). Where there’s a WIL, there’s a way: upwardly mobile young men pursuing non-formal WIL opportunities to enhance employability. Journal of Education and Work, 36 (5), 366-380. doi: 10.1080/13639080.2023.2226074
Xu, Wen and Stahl, Garth (2023). International habitus, inculcation and entrepreneurial aspirations: international students learning in a Chinese VET college. Globalisation, Societies and Education, 1-14. doi: 10.1080/14767724.2023.2193316
Stahl, Garth and McDonald, Sarah (2023). Investigating the role of gender, social class and curriculum in the first-in-family higher education experience. Educational Review, 1-18. doi: 10.1080/00131911.2023.2176468
Stahl, Garth, McDonald, Sarah and Stokes, Jennifer (2023). Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner. Higher Education Research and Development, 42 (7), 1624-1639. doi: 10.1080/07294360.2023.2175796
Stahl, Garth and Zhao, Yang (2023). Introduction. Migratory Men: Place, Transnationalism and Masculinities, 1-12. doi: 10.4324/9781003353232-1
Hu, Yating and Stahl, Garth (2023). Capturing habitus: reflections on the use of narrative inquiry to explore female learner identities in Chinese STEM higher education. International Journal of Qualitative Methods, 22 16094069231204772. doi: 10.1177/16094069231204772
Xu, Wen, Stahl, Garth and Yang, Xufeng (2022). Investigating children’s affective geographies of Chinese language and culture education. Children's Geographies, 21 (4), 1-14. doi: 10.1080/14733285.2022.2132379
Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece, Lunn Brownlee, Jo and Comber, Barbara (2022). Scoping review of conceptions of literacy in middle school science. Research Papers in Education, 39 (1), 1-21. doi: 10.1080/02671522.2022.2105388
Stahl, Garth, Keddie, Amanda and Adams, Ben (2022). The manosphere goes to school: problematizing incel surveillance through affective boyhood. Educational Philosophy and Theory, 55 (3), 1-13. doi: 10.1080/00131857.2022.2097068
Xu, Wen, Stahl, Garth and Cheng, Hao (2022). The promise of Chinese: African international students and linguistic capital in Chinese higher education. Language and Education, 37 (4), 1-13. doi: 10.1080/09500782.2022.2074797
Stahl, Garth, Tomaszewski, Wojtek and Ghan, Nicholas (2022). Investigating the resilience of first-in-family men longitudinally: a mixed method approach. International Studies in Sociology of Education, 33 (2), 1-24. doi: 10.1080/09620214.2022.2072932
Stahl, Garth, Brock, Cynthia, Sharplin, Erica, Caldwell, David, Young, John and Boyd, Fenice (2022). “Because the rules out there are different…”: a case study of pre-service teachers’ experiences in remote Australian Indigenous education. Asia Pacific Journal of Education, 44 (2), 1-14. doi: 10.1080/02188791.2022.2071213
Stahl, Garth and Zhao, Yang (2022). Filial obligations, affect and masculinities: Vietnamese-Australian young men being and becoming good sons. NORMA, 17 (3), 1-17. doi: 10.1080/18902138.2022.2040287
Xu, Wen and Stahl, Garth (2022). Chinese as a foreign language (CFL) education and global citizenship: pedagogical encounters and endangered spaces of possibility. Globalisation, Societies and Education, 21 (1), 1-13. doi: 10.1080/14767724.2022.2026764
Stahl, Garth and Zhao, Yang (2022). Producing place-based masculine subjectivities: aspirations for recognition and status among socially mobile Vietnamese-Australian young men. Journal of Intercultural Studies, 43 (3), 1-17. doi: 10.1080/07256868.2022.2010680
Stahl, Garth (2022). Supporting Fiamalu’s education: a case study of affective alliances and Pacific Islander masculinity. Gender and Education, 34 (3), 362-377. doi: 10.1080/09540253.2021.1943323
Stahl, Garth (2021). Body pedagogics and the corporeal curriculum in “no-excuses” charter schools. Review of Education, Pedagogy, and Cultural Studies, 44 (1), 25-43. doi: 10.1080/10714413.2021.1997499
Nichols, Sue and Stahl, Garth (2021). The performance of masculine identities in a mediated world: young men’s commentary on male celebrities. NORMA, 16 (4), 1-16. doi: 10.1080/18902138.2021.1997489
Schulz, Samantha, Baak, Melanie, Stahl, Garth and Adams, Ben (2021). Restorative practices for preventing/countering violent extremism: an affective-discursive examination of extreme emotional incidents. British Journal of Sociology of Education, 42 (8), 1-19. doi: 10.1080/01425692.2021.1993789
Xu, Wen and Stahl, Garth (2021). Reflexivity and cross-cultural education: a Foucauldian framework for becoming an ethical teacher-researcher. Asia Pacific Education Review, 23 (3), 417-425. doi: 10.1007/s12564-021-09723-8
Stahl, Garth, Scholes, Laura, McDonald, Sarah, Mills, Reece and Comber, Barbara (2021). Boys, science and literacy: place-based masculinities, reading practices and the ‘science literate boy’. Research Papers in Education, 38 (3), 1-29. doi: 10.1080/02671522.2021.1964097
Stahl, Garth and Mac an Ghaill, Máirtín (2021). The pursuit of ‘the good life’: Muslim masculinities and the transition to higher education in Australia. International Journal of Inclusive Education, 28 (7), 1-15. doi: 10.1080/13603116.2021.1971310
Mills, Reece, Scholes, Laura, Stahl, Garth, McDonald, Sarah, Comber, Barbara and Brownlee, Jo Lunn (2021). How do rural Australian students’ ethnogeographies related to people and place influence their STEM career aspirations?. International Journal of Science Education, 43 (14), 1-18. doi: 10.1080/09500693.2021.1961326
Soong, Hannah and Stahl, Garth (2021). Negotiating ‘global middle-class’ teacher professionalism: using transnational habitus to explore the experiences of teacher expatriates in Shanghai. International Journal of Qualitative Studies in Education, 36 (9), 1-14. doi: 10.1080/09518398.2021.1942295
Stahl, Garth (2021). Poverty, affect and breaking the cycle: Implementing a ‘vulnerability unit’ in a white working-class community school. Emotion, Space and Society, 40 100815, 100815. doi: 10.1016/j.emospa.2021.100815
Stahl, Garth, Baak, Melanie, Schulz, Samantha and Peterson, Andrew (2021). A cautionary tale: CVE policy actors managing risk in Australian schools. Current Sociology, 71 (5), 1-19. doi: 10.1177/00113921211028631
Heaney, April and Stahl, Garth (2021). Review of The Library Screen Scene: Film and Media Literacy in Schools, Colleges, and Communities. Journal of Adolescent and Adult Literacy, 64 (6), 724-726. doi: 10.1002/jaal.1161
Xu, Wen and Stahl, Garth (2021). Working-class girls’ construction of learner identities and aspirations through engagement in Chinese language education in Australia. Discourse: Studies in the Cultural Politics of Education, 43 (6), 1-13. doi: 10.1080/01596306.2021.1918061
Stahl, Garth, Baak, Melanie, Schulz, Sam, Adams, Ben and Peterson, Andrew (2021). Preventing violent extremism: resourcing, stakeholder strategies and fostering belonging and connection in Australian schools. British Educational Research Journal, 47 (5), 1177-1193. doi: 10.1002/berj.3720
Burnard, Pamela and Stahl, Garth (2021). Mobilising capitals and gender performativity within the practice of arts entrepreneurship. Australian Art Education, 1-23.
Stahl, Garth (2021). ‘They make time for you’: upwardly mobile working-class boys and understanding the dimensions of nurturing and supportive student–teacher relationships. Research Papers in Education, 37 (6), 1-17. doi: 10.1080/02671522.2021.1905705
Xu, Wen and Stahl, Garth (2021). Teaching Chinese with Chinese characteristics: ‘difficult’ knowledge, discomforting pedagogies and student engagement. Pedagogy, Culture and Society, 31 (1), 1-17. doi: 10.1080/14681366.2021.1881995
Scholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn (2021). ‘We don’t read in science’: student perceptions of literacy and learning science in middle school. Cambridge Journal of Education, 51 (4), 1-16. doi: 10.1080/0305764x.2020.1860192
Lunn Brownlee, Jo, Ferguson, Leila, Scholes, Laura, McDonald, Sarah, Stahl, Garth, Comber, Barbara and Mills, Reece (2021). Middle school students’ science epistemic beliefs – Implications for measurement. International Journal of Educational Research, 105 101719, 101719. doi: 10.1016/j.ijer.2020.101719
Baak, Melanie, Stahl, Garth, Schulz, Samantha and Ben Adams, (2020). 'We have to be really careful': policy intermediaries preventing violent extremism in an era of risk. Journal of Education Policy, 37 (3), 1-21. doi: 10.1080/02680939.2020.1859620
Stahl, Garth, McDonald, Sarah and Loeser, Cassandra (2020). Feminine subjectivities and aspirational learner identities: Asian–Australian young women navigating possible selves in the first year of university. Gender and Education, 33 (7), 1-16. doi: 10.1080/09540253.2020.1786013
Stahl, Garth, McDonald, Sarah and Young, John (2020). Possible selves in a transforming economy: upwardly mobile working-class masculinities, service work and negotiated aspirations in Australia. Work, Employment and Society, 35 (1) ARTN 0950017020922336, 1-19. doi: 10.1177/0950017020922336
Scholes, Laura and Stahl, Garth (2020). ‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists. International Journal of Inclusive Education, 26 (9), 1-16. doi: 10.1080/13603116.2020.1751316
Stahl, Garth D. (2020). Corporate practices and ethical tensions: researching social justice values and neoliberal paradoxes in a ‘no excuses’ charter school. British Educational Research Journal, 46 (4), 878-893. doi: 10.1002/berj.3617
Stahl, Garth, McDonald, Sarah and Stokes, Jennifer (2020). ‘I see myself as undeveloped’: supporting Indigenous first-in-family males in the transition to higher education. Higher Education Research and Development, 39 (7), 1-14. doi: 10.1080/07294360.2020.1728521
Stahl, Garth (2020). ‘My little beautiful mess’: a longitudinal study of working-class masculinity in transition. NORMA, 15 (2), 1-17. doi: 10.1080/18902138.2020.1729572
Stahl, Garth and Keddie, Amanda (2020). The emotional labor of doing 'boy work': Considering affective economies of boyhood in schooling. Educational Philosophy and Theory, 52 (8), 1-11. doi: 10.1080/00131857.2019.1699403
Stahl, Garth, Scholes, Laura, McDonald, Sarah and Lunn, Jo (2019). Middle years students’ engagement with science in rural and urban communities in Australia: exploring science capital, place-based knowledges and familial relationships. Pedagogy, Culture and Society, 29 (1), 1-18. doi: 10.1080/14681366.2019.1684351
Stahl, Garth (2019). Critiquing the corporeal curriculum: body pedagogies in 'no excuses' charter schools. Journal of Youth Studies, 23 (10), 1-17. doi: 10.1080/13676261.2019.1671582
Nichols, Sue and Stahl, Garth (2019). Intersectionality in higher education research: a systematic literature review. Higher Education Research & Development, 38 (6), 1255-1268. doi: 10.1080/07294360.2019.1638348
Stahl, Garth, Brock, Cynthia H., Young, John, Caldwell, David, Sharplin, Erica and Boyd, Fenice B. (2019). Dispositions towards diversity: two pre-service teachers’ experiences of living and teaching in a remote indigenous community. Pedagogy, Culture and Society, 28 (4), 1-18. doi: 10.1080/14681366.2019.1665090
Stahl, Garth D. (2019). "We make our own rules here": Democratic communities, corporate logics, and "No excuses" practices in a charter school management organization. Journal of Contemporary Ethnography, 49 (2) ARTN 0891241619871091, 089124161987109-200. doi: 10.1177/0891241619871091
Stahl, Garth and McDonald, Sarah (2019). Social capital and self-crafting: comparing two case studies of first-in-family males navigating elite Australian universities. International Journal of Inclusive Education, 26 (1), 1-16. doi: 10.1080/13603116.2019.1632945
Stahl, Garth (2019). Distinction, exclusivity and whiteness: elite Nigerian parents and the international education market. Discourse-Studies in the Cultural Politics of Education, 41 (3), 1-4. doi: 10.1080/01596306.2019.1627756
Kehrwald, Benjamin A., Stahl, Garth and Sharplin, Erica J. (2019). Real-time coaching in initial teacher education: a design-based approach. Journal of Formative Design in Learning, 3 (1), 1-15. doi: 10.1007/s41686-018-0019-3
Stahl, Garth (2018). Narratives in reconstituting, reaffirming, and (re)traditionalizing identities othering the nonnormative. Men and Masculinities, 21 (5), 709-728. doi: 10.1177/1097184x17696178
Soong, Hannah, Stahl, Garth and Shan, Hongxia (2018). Transnational mobility through education: a Bourdieusian insight on life as middle transnationals in Australia and Canada. Globalisation Societies and Education, 16 (2), 241-253. doi: 10.1080/14767724.2017.1396886
Stahl, Garth D. and Loeser, Cassandra (2018). "My choice was not to become a tradesman, my choice was to go to uni" Australian working-class masculinities, widening participation and lifelong learning. Education and Training, 60 (6), 608-619. doi: 10.1108/et-03-2018-0065
Stahl, Garth (2018). Aspiration paradoxes: working-class student conceptions of power in "engines of social mobility'. International Journal of Qualitative Studies in Education, 31 (7), 557-571. doi: 10.1080/09518398.2017.1286404
Spohrer, Konstanze, Stahl, Garth and Bowers-Brown, Tamsin (2018). Constituting neoliberal subjects? "Aspiration' as technology of government in UK policy discourse. Journal of Education Policy, 33 (3), 327-342. doi: 10.1080/02680939.2017.1336573
Stahl, Garth, Wallace, Derron, Burke, Ciaran and Threadgold, Steven (2018). Introduction: Using Bourdieu to Theorize Aspirations. International Perspectives on Theorizing Aspirations: Applying Bourdieu’s Tools, 1-17.
Stahl, Garth, Burnard, Pamela and Perkins, Rosie (2017). Critical reflections on the use of Bourdieu's tools 'In Concert' to understand the practices of learning in three musical sites. Sociological Research Online, 22 (3), 57-77. doi: 10.1177/1360780417724073
Stahl, Garth and Brock, Cynthia (2017). Introduction: Theorizing boys' literacies and boys' literatures in contemporary times. Boyhood Studies, 10 (2), 1-10. doi: 10.3167/bhs.2017.100201
Stahl, Garth and Habib, Sadia (2017). Moving Beyond the Confines of the Local: Working-class Students' Conceptualizations of Belonging and Respectability. Young, 25 (3), 268-285. doi: 10.1177/1103308816669451
Webb, Sue, Burke, Penny Jane, Nichols, Susan, Roberts, Steven, Stahl, Garth, Threadgold, Steven and Wilkinson, Jane (2017). Thinking with and beyond Bourdieu in widening higher education participation. Studies in Continuing Education, 39 (2), 138-160. doi: 10.1080/0158037x.2017.1302926
Stahl, Garth (2017). The practice of 'othering' in reaffirming white working-class boys' conceptions of normative identities. Journal of Youth Studies, 20 (3), 283-300. doi: 10.1080/13676261.2016.1212163
Nichols, Sue and Stahl, Garth (2017). "She started to get pretty concerned": young men's relationships with parents through senior schooling and beyond. Gender and Education, 29 (5), 648-664. doi: 10.1080/09540253.2016.1274388
Stahl, Garth, Sharplin, Erica and Kehrwald, Ben (2016). Developing pre-service teachers' confidence: real-time coaching in teacher education. Reflective Practice, 17 (6), 724-738. doi: 10.1080/14623943.2016.1206882
Stahl, Garth (2016). Doing Bourdieu justice: thinking with and beyond Bourdieu. British Journal of Sociology of Education, 37 (7), 1091-1103. doi: 10.1080/01425692.2016.1216819
Stahl, Garth D. and Baars, Sam (2016). How "space" and "place" contribute to occupational aspirations as a value-constituting practice for working-class males. Education and Training, 58 (3), 313-327. doi: 10.1108/et-09-2015-0090
Sharplin, Erica J., Stahl, Garth and Kehrwald, Ben (2016). "It's about Improving My Practice": The Learner Experience of Real-Time Coaching. Australian Journal of Teacher Education, 41 (5), 119-135. doi: 10.14221/ajte.2016v41n5.8
Stahl, Garth (2016). White working-class male narratives of "loyalty to self' in discourses of aspiration. British Journal of Sociology of Education, 37 (5), 663-683. doi: 10.1080/01425692.2014.982859
Stahl, Garth (2016). Relationship-building in research: gendered identity construction in researcherparticipant interaction. Gender Identity and Research Relationships (Studies in Qualitative Methodology), 14, 145-165. doi: 10.1108/s1042-319220160000014020
Nelson, Joseph Derrick, Stahl, Garth and Wallace, Derron (2015). Race, class and gender in boys' education: repositioning intersectionality theory. Culture, Society and Masculinities, 7 (2), 171-187. doi: 10.3149/CSM.0702.171
Stahl, Garth (2014). Politics, policies and pedagogies in education: the selected works of Bob Lingard. British Journal of Educational Studies, 62 (3), 366-369. doi: 10.1080/00071005.2014.944397
Stahl, Garth (2014). The affront of the aspiration agenda: White working-class male narratives of ‘ordinariness’ in neoliberal times El Agravio de la Aspiración: Narrativas de los hombres blancos de clase obrera sobre “Lo ordinario” en tiempos neoliberales. Masculinities and Social Change, 3 (2), 88-119. doi: 10.4471/MCS.2014.46
Stahl, Garth (2013). Habitus Disjunctures, Reflexivity and White Working-Class Boys' Conceptions of Status in Learner and Social Identities. Sociological Research Online, 18 (3), 19-30. doi: 10.5153/sro.2999
Stahl, Garth and Dale, Pete (2013). Success on the decks: working-class boys, education and turning the tables on perceptions of failure. Gender and Education, 25 (3), 357-372. doi: 10.1080/09540253.2012.756856
Stahl, Garth and Dale, Pete (2012). Creating Positive Spaces of Learning: DJers and MCers Identity Work with New Literacies. Educational Forum, 76 (4), 510-523. doi: 10.1080/00131725.2012.708386
Stahl, Garth (2012). Boys and their schooling: the experience of becoming someone else. Gender and Education, 24 (4), 465-467. doi: 10.1080/09540253.2012.686262
Stahl, Garth (2012). Aspiration and a good life among white working-class boys in London. Journal of Ethnographic & Qualitative Research, 7, 8-19.